a fair coin is tossed 26 times. what is the probability that at most 23 tails occur?

"984" will be the biggest three-digit number that is a multiple of three and eight.

A horizontal line with evenly spaced numerical increments is called a number line. How the number on the line can be answered depends on the numbers present. The use of the number is determined by the question that it corresponds to, such as when graphing a point.

To find the greatest three-digit number that is a multiple of three and eight.

Multiple of 3 and 8 will have to be the multiple of 24.

Since the maximum three-digit number is 999.

We will divide 999 by 24 and the remainder:

Remainder = 15

Thus,

The Greatest three-digit number will be = 999-15

The greatest three-digit number will be = 984

therefore, the Greatest three-digit number that is a multiple of three and eight will be "984".

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Independent of the input, the transfer function. In cases when the input is not a complex exponential, you are probably interested in the result. The answer is that the output can be computed via convolution as long as the input satisfies certain constraints .

How does transfer function work?

A mathematical function called a transfer function of a system, sub-system, or component theoretically simulates the output of the system for each potential input.

                             Transfer functions are also known as system functions or network functions. They are frequently employed in electronic and control systems.

Why is the transfer function only specified for LTI systems?

The ratio between the Laplace transforms of the input and output signals under initial circumstances of zero can be used to define the transfer function of the LTI system.

                              Alternately, when the beginning circumstances are disregarded, the transfer function is described as the output to input ratio in the sdomain.

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13 less than b as an algebraic expression would be [tex]b - 13[/tex].

This is because 13 less than a number is the same as that number being subtracted by 13. Let me know if you have any questions, thanks!

Answer:

0.71

Step-by-step explanation:

To find how much longer the 1st one is, subtract: 7.7-6.99=0.71

F = quantity of five dollar bills

S = quantity of single dollar bills

so she deposited 62 bills, that means that whatever F and S are, we know that F + S = 62.

we also know that all those amount to $218, so the fives are really 5*F or 5F from those $218, and the singles are just 1*S of the same $218, so we can also say that 5F + S = 218.

[tex]F+S=62\implies F=62-S \\\\\\ 5F+S=218\implies \stackrel{\textit{substituting from above}}{5(62-S) +S=218}\implies 310-5S+S=218 \\\\\\ 310-4S=218\implies 310=4S+218\implies 92=4S\implies \cfrac{92}{4}=S\implies 23=S[/tex]

The measure of the variable z is 44.

Two triangles are said to be comparable if their two sides are in the same ratio as the two sides of another triangle and their two sides' angles inscribed in both triangles are equal.

Given:

As, the Triangles are similar.

and, we know that similar triangles have their ratio of the corresponding sides equal.

Then, z/ 45 = 44/ 45

45z = 44 x 45

z = 44

Hence, the measure of z is 44.

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Answer:

Step-by-step explanation:

The order of operations is a rule that tells the correct sequence of steps for evaluating a math expression. We can remember the order using PEMDAS: Parentheses, Exponents, Multiplication and Division (from left to right), Addition and Subtraction (from left to right).

Answer:

p = -5

Step-by-step explanation:

We know both of the angles combine to make 180 degrees, which mean

(5p + 7) = (4p + 2)

Let's solve

5p + 7 = 4p + 2

5p = 4p -5

p = -5

Let m represent the number of students at Marshall Middle School.

Since Wilson Middle School has 1,500 students and Marshall Middle School has 340 fewer students, the number of students at Marshall Middle School can be calculated by subtracting 340 from 1,500, which gives us 1,160. Therefore, m = 1,160.

Marshall Middle School is a public school located in Wichita, Kansas, serving students in grades 6-8. The school is part of the Wichita Public Schools district and has a variety of programs and activities to help students achieve personal and academic success. Students have access to a wide range of educational opportunities, including Project Lead the Way, college preparatory classes, and aquaponics coursework.

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4.5 kilos to pounds equal 9.9208. We convert one kilogram (kg) to 2.2 pounds (lb), which is a rough conversion.

Simply multiply the amount in kilograms by the conversion factor, 2.204622622, to convert 4.5 kilograms to pounds.

Therefore, 4.5 kilos in pounds = 9.920801798319491 pounds when multiplied by 2.204622622.

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The graph of y = tan x is concave up on the interval (0,π/2).

The graph of y = tan x is concave up on the interval (0,π/2). This can be shown by studying the second derivative of the tangent function. The second derivative of the tangent function is d2y/dx2 = 2sec2(x)(tan(x)) > 0, which means that the tangent function is concave up for all values of x. This implies that the graph of y = tan x is concave up on the interval (0,π/2). To show this, we can take a few points on the interval (0,π/2) and calculate the values of the second derivative of tan x at those points. For example, for x = π/4, the second derivative of tan x is 2sec2(π/4)(tan(π/4)) = 2(1.1547)(1.7321) = 4.9289 which is positive. This shows that the graph of y = tan x is concave up on the interval (0,π/2).

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The answer is a.) The probability of landing on orange is greater than the probability of landing on purple.

Probability can be defined as the ratio of the number of favorable outcomes to the total number of outcomes of an event.

here, we have,

A spinner with repeated colors numbered from 1 to 8 is shown.

Sections 1 and 8 are purple.

Sections 2 and 3 are yellow.

Sections 4, 5, and 6 are blue.

Section 7 is orange.

A spinner divided into eight equal colored sections, with one orange, two purple, two yellow, and three blue.

so, we get,

true statement about probability is,

The probability of landing on orange is greater than the probability of landing on purple.

because, there are more spaces for blue than any other section.

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The function is decreasing exponentially at a rate of 85% every hour.

Here, 0.15 is the change the factor and since 0.15 is less than 1. Therefore , the it represents negative rate of change in the quantity that is decreasing.

Now, put t = 1/24 days

f(t) = 8000

  = 8000 (0.15)

  = 1200

Now, put t = 2/24 days

f(t) = 8000

   = 8000  

   = 180

So, change in 1 hour = 1200 - 180

                                 = 1020

Rate of change of decrease = 1020 x 100 / 1200

   = 85%

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As the equation of tangent line is y = -3x, the value of slope, m is -3 and value of b is 0.

To find the equation of the tangent line at the point (π, -3π), we need to find the derivative of the function y = 3xcos(x), which is

y' = 3cos(x) - 3xsin(x)

and then evaluate the derivative at x = π to find the slope of the tangent line.

The slope at x = π is

m = 3cos(π) - 3πsin(π) = -3

So, the equation of the tangent line is y = -3x + b.

To find the value of b, we use the point (π, -3π) and the slope -3:

-3π = -3 * π + b

b = 0

So, the equation of the line tangent to the curve y = 3xcos(x) at the point (π, -3π) is y = -3x + 0 or simply y = -3x.

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The solution to the equations are

The number of adults for 12 students is 3 adults

The number of adults for 24 students is 6 adults

The number of adults for 40 students is 10 adults

The proportion formula is used to depict if two ratios or fractions are equal. The proportion formula can be given as a: b::c : d = a/b = c/d where a and d are the extreme terms and b and c are the mean terms.

The proportional equation is given as y ∝ x

And , y = kx where k is the proportionality constant

It demonstrates the equality of the relationship between the expressions printed on the left and right sides.

Given data ,

Let the number of students for 1 adult be 4 students

So , the proportion of students to adults is 1 : 4

Now , the equation will be

The number of adults for 12 students = 12 / 4

The number of adults for 12 students = 3 adults

The number of adults for 24 students = 24 / 4

The number of adults for 24 students = 6 adults

The number of adults for 40 students = 40 / 4

The number of adults for 40 students = 10 adults

Now , when the number of students is 33 students

The number of adults = 33 / 4 = 8.25 adults ≈ 8 adults

Hence , the proportion is 1 : 4

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Rectangles that represent the Riemann sum for the kth subinterval are displayed on the graph of f(x) on the interval [a,b]. The value of f(x) at the subinterval's right endpoint determines the height of each rectangle.

The function across the specified interval is represented graphically by the graph of f(x) over the interval [a,b]. The graph will display a line with the value of f(x) plotted on the y-axis and the values of the interval on the x-axis. Rectangles indicating the Riemann sum for the kth subinterval will also be displayed on the graph. The value of f(x) at the subinterval's right endpoint determines the height of each rectangle. This produces a graphic depiction of the function's area under the curve, which is equal to the total of the subintervals. Additionally, the graph will display the total number of rectangles, which represents the Riemann sum of the function on the specified interval.

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The correct answer is Junior which is 2 - 5d = -5d + 2, because the number element of both equation is a match which is +2 and -5d.

This is mathematical equation. To see who is correct and who is wrong we have to analize both equation from Sara and Junior.

First we analize Sara equation.

First Equation : 2 - 5d contains 2 number element which is +2 and -5d  

Second Equation : 5d - 2 contains 2 number element which is 5d and -2

We see that the number element from first and second equation from Sara is not match. So Sara is wrong.

Last we analize Junior equation

First Equation : 2 - 5d contains 2 number element which is +2 and -5d  

Second Equation : -5d + 2 contains 2 number element which is -5d and +2

We see that the number element from first and secong equation from Junior is a match. So Junior is right.

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hope this helps :)

Best investigator are to check the licked part of the envelope for a saliva sample.The correct option is B

An investigator is someone who carries out investigations especially as part of their job.

Therefore, An Investigators work with law enforcement agencies, individuals, and businesses to investigate and solve crimes to secure a successful conviction. They conduct detailed investigations of complex criminal activities and other violations of local, federal or state law.

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19 squares represent the area of the community that is desert

The area of the community that is houses is represented by 81 squares

Percentage is defined as the number that represents a ratio of a total that is divided by 100 equal parts. It is represented by the symbol %.

To solve this exercise, the percentage formula and the procedure to be applied is as follows:

As we can see in the picture the the desert has 10 square each side so the area will be:

A = 10*10

A = 100 squares

As the 19% of the area is only desert we have:

Desert = A*19%

Desert = 100*0.19

Desert = 19 squares

Now, the rest of area is the community that has houses, it is represented by:

A(houses) = A - desert

A(houses) = 100 squares - 19 squares

A(houses) = 81 squares

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The statement that is correct on Quadrilateral EFGH is B. Quadrilateral EFGH is a rectangle.

To find out the type of shape that Quadrilateral EFGH is, you need to find the dimensions of the sides of the shape.

This can be found by the formula :

d=√(( x2 – x1 ) ² + ( y2 – y1 ) ² )

Using the formula, Side EF is 6 units

Side FG = 4 units

Side GH = 6 units

Side EH = 4 units

Two sides are therefore the same which means that this is a rectangle.

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Options for this question include:

A. Quadrilateral EFGH is a square.

B. Quadnlateral EFGH is a rectangle.

C. Quadrilateral EFGH is a rhombus

D. Quadriateral EFGH is a trapezium.

The experimental probability of drawing a spade is 0.15.

The probability that an event will occur is equal to the ratio of positive outcomes to all outcomes, according to the probability formula. The proportion of positive outcomes to overall outcomes, or P(E), determines the likelihood that an event will occur.

Given A student randomly draws a card from a standard deck of 52 cards, this is repeated 20 times.

total outcome = 20

The table below shows the frequency of each outcome.

Outcome         Frequency

Heart                     7

Spade                   3

Club                      6

Diamond                4

to find the probability of drawing a spade,

a favorable outcome for spade = 3

probability =  favorable outcome/total outcome

P(spade) = 3/20

P(spade) =  0.15

Hence option A is correct.

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Answer:

Step-by-step explanation: .15 because there are 20 in total, and there are 3 spade.

3/20=.15

Hope this helps!

In a group of 60 people, 27 like cold drinks and 42 like hot drinks and each persons likes at least one of the two drinks, so 9 people like both cold drinks and hot drinks.

Let A= set of people who like cold drinks.

B = Set of people who like hot drinks.

Since there is group of 60 people so the number of element in AUB is 60.

n(A⋃B) = 60

27 like cold drinks so the number of element in set A is 27.

42 like hot drinks so the number of element in set B is 42.

We have, n(A) = 27 and n(B) = 42

We know that,

n(A∩B) = n(A) + n(B) − n(A⋃B)

By putting the values of n(A), n(B) and n(AUB),

we get

n(A∩B) = 27 + 42 − 60 = 9

Therefore, 9 people like both cold drink and hot drink.

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In a group of 60 people, 27 like cold drinks and 42 like hot drinks and each person likes at least one of the two drinks, so 9 people like both cold drinks and hot drinks.

Let A= set of people who like cold drinks.

B = Set of people who like hot drinks.

Since there is group of 60 people so the number of elements in AUB is 60.

n(A⋃B) = 60

27 like cold drinks so the number of elements in set A is 27.

42 like hot drinks so the  number of elements in set B is 42.

We have, n(A) = 27 and n(B) = 42

We know that,

n(A∩B) = n(A) + n(B) − n(A⋃B)

By putting the values of n(A), n(B) and n(AUB),

we get

n(A∩B) = 27 + 42 − 60 = 9

Therefore, 9 people like both cold drink and hot drink.

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The function f(x) = (x + 1)^2 / (x - 2)(x + 2), with f(x) = 1.

The function f(x) is given as f(x) = (x^2 + 2x + 1) / (x^2 - 4). To determine f(x) and f(x), we must first factor the numerator and denominator. We can factor the numerator as (x + 1)^2, and the denominator as (x - 2)(x + 2). Thus, f(x) = (x + 1)^2 / (x - 2)(x + 2).

To determine the horizontal asymptotes, we must divide the leading terms of the numerator and denominator. The leading terms are x^2 for the numerator and x^2 for the denominator, so the horizontal asymptotes are y = 1.

Therefore, we can conclude that the function f(x) = (x + 1)^2 / (x - 2)(x + 2), with f(x) = 1.

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[1, 0, 0, 0] [1] + [0, 1, 0, 0] the span of the columns of A and the general solution of the system of equations Ax = [ 9, -3, 3, -6, 27, 78, 60].

An equation is a mathematical statement that shows the equality of two expressions. It is represented by an equal sign (=) and is used to solve for unknown values or to describe relationships between variables. Equations can be simple or complex, involving basic arithmetic operations or advanced mathematical concepts like trigonometry and calculus. They can also involve constants, variables, functions, and symbols.

An equation can be used to solve for a single unknown value, for example, the equation 2x + 3 = 7 can be solved for x by subtracting 3 from both sides, giving us 2x = 4 and then dividing both sides by 2, giving us x = 2. In this example, x = 2 is the solution to the equation.

[a] The general solution of the system of equations Ax=b can be found by using Gaussian elimination or row reduction. The augmented matrix [A b] is:

[-3, 1, -1, 2, -9, -26, -20]

[15, -5, 5, -10, 45, 130, 100]

[-30, 10, -8, -62, 12, 32, -178]

[ 9, -3, 3, -6, 27, 78, 60]

[b] The first step in row reduction is to get a 1 in the first row and 0s below it in the first column. We can do this by dividing the first row by -3 and subtracting multiples of it from the other rows:

[1, -1/3, 1/3, 2/3, 3, 26/3, 20/3]

[0, 20/3, 4/3, 8/3, 12, 104/3, 140/3]

[0, -40/3, 20/3, 4, -24, 68/3, 140/3]

[0, 3, -3, 0, 9, -78/3, 180/3]

Next, we can use row operations to get 0s in the second column below the first row:

[1, -1/3, 1/3, 2/3, 3, 26/3, 20/3]

[0, 1, 2/5, 4/5, 6, 42/5, 70/5]

[0, 0, 2/5, 2, -18, 26/5, 110/5]

[0, 0, 0, 0, 3, -78/5, 180/5]

Continuing with this process, we get the reduced echelon form of the augmented matrix:

[1, 0, 0, 0, 3, -26/5, 20/5]

[0, 1, 0, 0, 6, 42/5, 70/5]

[0, 0, 1, 0, -18, 26/5, 110/5]

[0, 0, 0, 1, 3, -78/5, 180/5]

[c] The reduced echelon form of [A b] is:

[1, 0, 0, 0, 3, -26/5, 20/5]

[0, 1, 0, 0, 6, 42/5, 70/5]

[0, 0, 1, 0, -18, 26/5, 110/5]

[0, 0, 0, 1, 3, -78/5, 180/5]

[d] The homogeneous system Ax=0 has the general solution:

x1 = t

x2 = 6t

x3 = -18t

x4 = 3t

where t is an arbitrary constant. These are two linearly independent solutions of the homogeneous system.

[e] Since the rank of A is 4, there are no more linearly independent solutions of the homogeneous system Ax=0.

[f] To show that v = [1, -5, 10, -4] is not in the span of the columns of A, we can check if it satisfies the homogeneous system Ax=0. Plugging in the values, we have:

[1, 0, 0, 0] [1] + [0, 1, 0, 0]

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The general solution of the system of equations Ax=b is [ 9, -3, 3, -6, 27, 78, 60], the augmented matrix precisely after the first column has been "swept" is [0, 0, 0, 1, 3, -78/5, 180/5], the reduced echelon form is [0, 0, 0, 1, 3, -78/5, 180/5], the rank of A is 4, there are no more linearly independent solutions of the homogeneous system Ax=0.

An equation is a mathematical statement that shows the equality of two expressions. It is represented by an equal sign (=) and is used to solve for unknown values or to describe relationships between variables. Equations can be simple or complex, involving basic arithmetic operations or advanced mathematical concepts like trigonometry and calculus. They can also involve constants, variables, functions, and symbols.

An equation can be used to solve for a single unknown value, for example, the equation 2x + 3 = 7 can be solved for x by subtracting 3 from both sides, giving us 2x = 4 and then dividing both sides by 2, giving us x = 2. In this example, x = 2 is the solution to the equation.

[a] The general solution of the system of equations Ax=b can be found by using Gaussian elimination or row reduction. The augmented matrix [A b] is:

[-3, 1, -1, 2, -9, -26, -20]

[15, -5, 5, -10, 45, 130, 100]

[-30, 10, -8, -62, 12, 32, -178]

[ 9, -3, 3, -6, 27, 78, 60]

[b] The first step in row reduction is to get a 1 in the first row and 0s below it in the first column. We can do this by dividing the first row by -3 and subtracting multiples of it from the other rows:

[1, -1/3, 1/3, 2/3, 3, 26/3, 20/3]

[0, 20/3, 4/3, 8/3, 12, 104/3, 140/3]

[0, -40/3, 20/3, 4, -24, 68/3, 140/3]

[0, 3, -3, 0, 9, -78/3, 180/3]

Next, we can use row operations to get 0s in the second column below the first row:

[1, -1/3, 1/3, 2/3, 3, 26/3, 20/3]

[0, 1, 2/5, 4/5, 6, 42/5, 70/5]

[0, 0, 2/5, 2, -18, 26/5, 110/5]

[0, 0, 0, 0, 3, -78/5, 180/5]

Continuing with this process, we get the reduced echelon form of the augmented matrix:

[1, 0, 0, 0, 3, -26/5, 20/5]

[0, 1, 0, 0, 6, 42/5, 70/5]

[0, 0, 1, 0, -18, 26/5, 110/5]

[0, 0, 0, 1, 3, -78/5, 180/5]

[c] The reduced echelon form of [A b] is:

[1, 0, 0, 0, 3, -26/5, 20/5]

[0, 1, 0, 0, 6, 42/5, 70/5]

[0, 0, 1, 0, -18, 26/5, 110/5]

[0, 0, 0, 1, 3, -78/5, 180/5]

[d] The homogeneous system Ax=0 has the general solution:

x1 = t

x2 = 6t

x3 = -18t

x4 = 3t

where t is an arbitrary constant. These are two linearly independent solutions of the homogeneous system.

[e] Since the rank of A is 4, there are no more linearly independent solutions of the homogeneous system Ax=0.

[f] To show that v = [1, -5, 10, -4] is not in the span of the columns of A, we can check if it satisfies the homogeneous system Ax=0. Plugging in the values, we have:

[1, 0, 0, 0] [1] + [0, 1, 0, 0]

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We can simplify the expression to get:

2*(b + b²)

Here we want to simplify the following expression:

b + 3b² + b - b²

We can reorder that expression in the following way.

b + b + 3b² - b²

And now group like terms, we will get:

b + b + 3b² - b²

2b + (3 - 1)* b²

2b + 2b²

Now we can take 2 as a common factor to get:

2*(b + b²)

That is the expresion simplfied.

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The value of t from the given equation is 3.11.

In mathematics, an equation is a formula that expresses the equality of two expressions, by connecting them with the equals sign =.

The given equation is 9t=27.99

The solution of an equation is the set of all values that, when substituted for unknowns, make an equation true.

Now, t=27.99/9

t=3.11

Therefore, the value of t is 3.11.

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