A teacher randomly chooses a two-person leadership team from a group of four qualified students. Three of the students, Sandra, Marta, and Jane, are girls. The fourth student, Franklin, is a boy.
Using the sample space of possible outcomes listed below, where each student is represented by the first letter of his or her name, answer each of the following questions.
What is
�
(
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)
P(A)P, left parenthesis, A, right parenthesis, the probability that the first student is a boy?
What is
�
(
�
)
P(B)P, left parenthesis, B, right parenthesis, the probability that the second student is a girl?
What is
�
(
�
and
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)
P(A and B)P, left parenthesis, A, start text, space, a, n, d, space, end text, B, right parenthesis, the probability that the first student is a boy and the second student is a girl?

Answer:

Step-by-step explanation:

ur mom

Answer: No. It is positive

Step-by-step explanation:

I am assuming 10.75 is the sum and you are not missing another additive. A positive sum holds a value equal to or over zero while a negative sum is less than zero on the number line.

Answer:

Step-by-step explanation:

I think it 5

Answer:

Step-by-step explanation:

The number that goes under the radical sign in 17.

The answer is [tex]\sqrt{17}[/tex]

use the distance formula to calculate the distance between to two points.

Distance (d) = √(3 - -1)² + (-1 - -2)²

= √(4)² + (1)²

= √17

The sum of two even integers or two odd integers is always even. However, the sum of an even and an odd integer is always odd.

The sum of two even integers or two odd integers is always even because an even integer is a multiple of two. Therefore, if two even integers are added together, the sum will also be a multiple of two (an even integer). Similarly, an odd integer is a multiple of two plus one, so when two odd integers are added together, the sum will be a multiple of two plus two (an even integer). On the other hand, the sum of an odd and an even integer is always odd because an even integer is a multiple of two and an odd integer is a multiple of two plus one. Therefore, when an even and an odd integer are added together, the sum will be a multiple of two plus one (an odd integer).

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One learning aid that  provides an interactive​ walk-through for solving the particular problem you are working on is "view an example"

It is also known as teaching aids, which are an essential part of any classroom. Teaching aids can help students improve their reading comprehension skills, illustrate or reinforce a skill or concept, differentiate instruction, and relieve anxiety or boredom by presenting information in a new and exciting way.

Teaching aids also engage students' other senses because there are no restrictions on what aids can be used to supplement a lesson. As technology advances, so do teaching aids, which are now classified as audio aids, visual aids, mechanical teaching aids, audio-visual aids, and more.

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Answer:

About $0.08 per an oz

Step-by-step explanation:

The equation y = 2x - 8, best describes the relationship between the corresponding values of x and y shown in the table.

A linear equation is defined as an equation in which the highest power of the variable is always one.

The table is given in the question, as follows:

x : -2    0    1     4

y : -12  -6   -3    6

Option C,  y = 3x - 6, best describes the relationship between the corresponding values of x and y shown in the table. This can be seen by plugging in the x values from the table into the equation and observing that it yields the corresponding y values.

So substitute the values of x = 4 and  y = 6 in the equation  y = 3x - 6, and we get

6 = 3(4) - 6

6 = 12 - 6

6 = 6

Hence, the correct answer would be option (C).

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The question seems incomplete, the missing part has been below:

Which equation best describes the relationship between the corresponding values of x and y shown in the table?

x : -2    0    1     4

y : -12  -6   -3    6

A. y = x - 10

B. y = 2x - 8

C. y = 3x - 6

D. y = x2 - 8

The pie chart for the data representing the expenditures of the family is given by the image presented at the end of the answer.

A pie chart is constructed in pizza format, considering the percentages of each input data in the problem.

A percentage is calculated as the division of the number of desired outcomes by the number of total outcomes, and then multiplied by 100%.

The total expenditures for the family are given as follows:

2000 + 1000 + 2500 + 2000 + 12000 + 10000 = 29500.

The percentages for the data-set in this problem is given as follows:

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Step-by-step explanation:

remember, y = f(x)

so, the question is really for what x is y = 1 ?

and what is the y-value for x = -1 ?

a)

when we imagine a horizontal line through y = 1, at what points (x-value) does this line cross the function graph ?

as we can see, at x = -2 and x = 2.

pick one for your answer.

b)

now we imagine a vertical line through x = -1.

at what point (y-value) does this line cross the function graph ?

as we can see, at y = 4.

f(-1) = 4

Finance amount: The amount you can finance for a new car with a monthly payment of $240, for 60 months (5 years), depends on several factors, including the loan interest rate, the down payment, and the value of the car.

Estimated percentage rate: The interest rate for a new car loan with a credit score between 601-660 typically ranges from 5% to 10%.

Amount of interest you will pay for the loan: The amount of interest you will pay for the loan can be calculated by multiplying the loan amount by the interest rate and the number of months.

For example, if you finance $20,000 at a 7% interest rate for 60 months, the total interest paid over the life of the loan would be $3,140.

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Answer:2nd one

Step-by-step explanation: look carefully at the problem and you will see one thing that makes the only possible solution graph #2 I dont want to give you the answer just look carefully at the problem.

Answer: x = 7

Step-by-step explanation:

The right angle is equal to 90 degrees

Therefore (5x - 8) + (4x + 35) is equal to 90 degrees

5x - 8 + 4x + 35 = 90

5x + 4x + 35 - 8 = 90

9x + 27 = 90

     - 27    -27 (subtract 27 from both sides)

9x = 90 - 27

9x/9 = 63/9 (divide both sides by 9)

x = 7

Check

5(7) - 8 + 4(7) + 35 = 90

35 - 8 + 28 + 35 = 90

The rate of change of the area of the triangle after two seconds have passed is 16 cm².

Right angled triangle are those triangle for which one of the angle is 90 degrees.

Area of a right angled triangle = [tex]\frac{1}{2}[/tex] × base × height

Given that, the lengths of the right sides of a right triangle were 12 cm and 16 cm.

Initial area of the triangle = [tex]\frac{1}{2}[/tex] × 12 × 16

                                          = 96 cm²

The first side is increasing at a rate of 2 cm/sec and the second side is decreasing at a rate of 1 cm/sec.

After 2 seconds, length of base = 12 + (2 × 2) = 16 cm

After 2 seconds, length of height = 16 - (2 × 1) = 14 cm

Area of the triangle after 2 seconds = [tex]\frac{1}{2}[/tex] × 16 × 14

                                                            = 112 cm²

Rate of change of area = 112 cm² - 96 cm² = 16 cm²

Hence the rate of change of area is 16 cm².

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The total angle made at the center of the pie chart is 360°

An angle is formed when two lines come together at a point. The distance between these two rays, known as the "opening," is measured as a "angle." This character represents it. Degrees and radians are frequently used to quantify an angle's circularity or rotation. Angles frequently appear in daily life.

In geometry, an angle is made when two rays are connected at their ends. These rays are known as the sides or arms of the angle. Continue reading to find out more about an angle's many parts.

Two rays form an angle when they come together at a point. The symbol represents a "angle," which is the phrase used to describe the "opening" between these two rays.

Number of students playing volley Ball = 48

Total number of students = 50 +48 +60 + 22 = 180

The measure of central angle representing the students playing volley Ball = 48 180 x 360° = 96°

:. The angle made by the volleyball playing student is 96°

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Given question is incomplete , the complete question is given below

The table shows the number of students of a school who play different games.

Game                     football         volleyball       cricket      basketball

No. of                          50                  48                 60                22

students

When the data shown in the table above is presented in a pie chart, what will be the measure of the central angle of the sector representing the students playing Volley Ball?

The answers for the asked probabilities, are a) P(boys only) = 6/100, b) P(not boys only) = 94/100 and c) 20

Probability is the branch of mathematics concerning numerical descriptions of how likely an event is to occur, or how likely it is that a proposition is true.

Given that, a random list of 100 numbers and the assignations 0-4 to represent girls and 5-9 to represent boys,

a) Based on the results of the simulation, what is the experimental probability that a group will include only boys?

Answer :- 6 of the numbers simulate groups of all boys: 7579, 6577, 5697, 9675, 5656, 6658. So, the experimental probability of a group being all boys is 6/100 = 0.06

b) Based on the results of the simulation, what is the experimental probability that a group will not contain four boys?

Answer :- The other 94 groups do not include only boys.

The probability that the group will not contain four boys is

1 -6/100 = 94/100 = 0.94

c) Based on the results of the simulation, if 224 groups are formed, about how many of them would you expect to contain all girls?

Answer :- 9 of the groups contain all girls. Based on these results, we would expect,

9/100 × 224 ≈ 20

Therefore, 20 groups to contain all girls.

Hence, the answers are a) P(boys only) = 6/100, b) P(not boys only) = 94/100 and c) 20

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The question is incomplete, so I solved for,

Use the following random list of 100 numbers and the assignations 0-4 to represent girls and 5-9 to represent boys to answer the question below. 3199 9288 1023 1130 0809 1770 6231 7538 8927 4761 7258 7111 0209 0916 1450 9848 4654 7579 6150 3093 9608 0061 4014 9501 0382 3052 2385 9074 1664 6551 6577 1811 3454 5870 1277 5056 1063 5697 9141 4120 9181 1343 0168 3693 0463 4842 1704 3774 4908 4161 6404 9675 2518 3988 4268 6083 0636 9634 5295 5656 1918 3133 6831 8393 6363 2452 1531 1638 1317 2279 9395 0702 2091 5269 0422 0275 3373 1424 1958 0356 5163 0743 6658 6257 2772 0570 4522 2665 0890 3560 5549 2238 2172 9715 9741 4975 6617 9034 4441 8220 Based on the results of the simulation, what is the experimental probability that a group will include only boys? Based on the results of the simulation, what is the experimental probability that a group will not contain four boys? Based on the results of the simulation, if 224 groups are formed, about how many of them would you expect to contain all girls? Round your answer to the nearest number of groups.

Answer:

14,35,42,63,77

Step-by-step explanation:

Actually how to get the output you follow the rule;

n×7

the first will be;2×7=14

the second will be; 5×7=35

the third will be; 6×7=42

the forth will be; 9×7=63

the fifth will be; 11×7=77

The state withholding tax for the unmarried person Mary Smith is 6.76.

When paying rent, commissions, or fees for professional services at rates specified by current tax laws, the taxpayer is required to withhold tax, which is also known as retention tax.

A tax determined using the tables or computation methods prescribed by the Secretary must be deducted and withheld from all wages paid by an employer, unless otherwise specified in this section.

Withholding taxes are paid by employers to the IRS on behalf of the employee. The amount collected is applied as a credit to the employee's yearly income tax liability. If too much money is withheld, the employee gets a tax refund; if not enough, the employee might have to pay the IRS.

So that the state withholding tax for the unmarried person Mary Smith is 6.76.

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The average rate of change of the function in the interval [5, 11] is -82.

In mathematics, a line's slope, also known as its gradient, is a numerical representation of the line's steepness and direction.

If a line passes through two points (x₁ ,y₁) and (x₂, y₂),

then the equation of line is

y - y₁ = (y₂- y₁) / (x₂ - x₁) x (x - x₁)

To find the slope;

m =  (y₂- y₁) / (x₂ - x₁)

Given:

The table of values is shown in the image.

The average rate of change of the function in the interval [5, 11],

= the slope of the function in the interval  [5, 11].

= (-623 + 131) / (11 - 5)

= -492/6

= -82

Therefore, -82 is the slope.

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Just enter each value of x into the formula f(x) = x - 4. For example, f(x) = 2 - 4 = -2 when x = 2.

A general rule is that the algebraic expression should take any of the following forms: addition, subtraction, multiplication, and division. to ascertain x's value.

Finding the value of f(x) =... or y =... that corresponds to a given value of x is the definition of function evaluation. Simply swap out all instances of x with the value that has been allocated to x to do this. For instance, if f(4) is to be evaluated, then x has been given the value of 4.

Separate the variable. In this instance, you transfer the constant term across the equal sign by doing the reverse operation on both sides and adding 1 to isolate the variable term. Isolate the variable further, then simplify.

Given,

f(x)=x-4

⇒ when x = -2,

⇒ f(x) = -2 -4 = -6

When x = -1,

⇒ f(x) = -1 -4 = -5

When x = 0

⇒ f(x) = 0 -4 = - 4

When x = 1

⇒ f(x) = 1 -4 = -3

When x = 2

⇒ f(x) = 2 -4 = - 2

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Answer:

6

Check if you have written the function equation properly. If you have, this is the answer

Step-by-step explanation:

Average rate of change is the first differential of the function

Given function is f(x) = 6x + 5

Rate of change = f'(x) = d/dx(6x) + d/dx(5)

= 6 + 0

= 6

The average rate of change(slope) is a constant throughout all values of the function and so also between[4, 7]

Answer:

1

Step-by-step explanation:

Evaluate. Write your answer as a fraction or whole number.

1/4 (4) = 1

The value regarding the probability shows that n is 5, p is 0.4 and q is 0.6.

Probability simply means the chance that a particular thing or event will happen. It is the occurence of likely events. It is simply the area of mathematics that deals with the numerical estimates of the chance that an event will occur.

a)n=5

P=40%=0.4

q=1-p=1-0.4=0.6

b)p(x)= nc x p x q^n-x

p(x=3)=5C3×0.4^3×0.6^2

=0.2304

C) E(x)=np=5×0.4=2

Expected number of applications that will need research is 2

d)or(at least the expected number of applications)=p(x≥2)=1-p(x<2)

=1-{p(x=0)+p(x=1)

=1-{5C0×0.4^0×0.6^5 +5C1×0.4^1×0.6^4}

=1-0.3370

=0.6630

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Without the cost of the electrical power, the cash cost of production would be $104,040 + $2460 = $106,500 per year.

What is the addition?

Addends are the numbers being added, and the result or the final answer we get after the process is called the sum.

The cost of raw materials can be calculated as follows:

Caprolactam: 1.02 tons per ton of product * 60 tons of product per year = 61.2 tons of caprolactam per year

Cost of caprolactam: 61.2 tons per year * $1700 per ton = $104,040 per year

The cost of utilities can be calculated as follows:

Fuel gas: 9 MMBtu per ton of product * 60 tons of product per year = 540 MMBtu per year

Cost of fuel gas: 540 MMBtu per year * $4.50 per MMBtu = $2460 per year

Cooling water: not a cost as it's a utility not charged

Electrical power: 130 kWh per ton of product * 60 tons of product per year = 7800 kWh per year

Cost of electrical power: Not specified, we need the cost per kWh to calculate it.

Hence, without the cost of the electrical power, the cash cost of production would be $104,040 + $2460 = $106,500 per year. If we had the cost of electrical power, we could add it to this amount to get the complete cash cost of production.

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The value of the equation is A = 5/3

Equations are mathematical statements with two algebraic expressions flanking the equals (=) sign on either side.

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

Coefficients, variables, operators, constants, terms, expressions, and the equal to sign are some of the components of an equation. The "=" sign and terms on both sides must always be present when writing an equation.

Given data ,

Let the equation be represented as A

Now , the value of A is

Substituting the values in the equation , we get

A = ( 25 ^ 1/2 ) / ( 27 ^ 1/3 )   be equation (1)

On simplifying the equation , we get

A = √25 / ∛27

The value of √25 = 5

And , the value of ∛27 = 3

Substituting the values in the equation , we get

A = 5/3

So , the value of A = 1.66667

Hence , the equation is A = 5/3

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Therefore , the solution of the given problem of quadratic equation comes out to be quadratic equation., cubic equation and leading coefficient is 1.

For one-variable equations, the quadratic result x = ax2 + b + c=0 is used in regression modeling. The First Thesis basic Algebra asserts that there is just one solution because this equation has a second order. Both straightforward and complex solutions can be found. A "quadratic solution," as the name suggests, consists of four variables. This suggests that there might be a single squared word.

Here,

Given :

=> x² + 2x -5 its degree is 2

hence quadratic equation.

=> 4x³ -8 its degree is 3

hence cubic equation

=> 2x⁴ - 7x² -5x + 1 its degree is 4

hence its an degree 4 equation.

leading coefficient of:

=> x³ + 5x² + 28 -x

leading coeffcient is = 1

Therefore , the solution of the given problem of quadratic equation comes out to be quadratic equation., cubic equation and leading coefficient is 1.

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Answer:

[tex]\frac{61}{10}[/tex]

Step-by-step explanation:

14/5=28/10

By changing the denominator so that they are equal, you can now add the two fractions together.

(28/10)+(33/10)=61/10

Hope this helped! :)

as you already know, to get the inverse of any expression we start off by doing a quick switcheroo on the variables and then solving for "y", let's do so.

[tex]\stackrel{f(x)}{y}~~ = ~~\cfrac{x+5}{x+7}\hspace{10em}\stackrel{\textit{quick switcheroo}}{x~~ = ~~\cfrac{y+5}{y+7}} \\\\\\ xy+7x=y+5\implies xy-y+7x=5\implies xy-y=5-7x \\\\\\ \stackrel{\textit{common factoring}}{y(x-1)=5-7x}\implies y=\cfrac{5-7x}{x-1}=f^{-1}(x) \\\\[-0.35em] ~\dotfill\\\\ f^{-1}(-8)~~ = ~~\cfrac{5-7(-8)}{(-8)-1}\implies f^{-1}(-8)=\cfrac{61}{-9}\implies f^{-1}(-8)=-6\frac{7}{9}[/tex]

The quadrilateral exists not a parallelogram.

The formula to calculate the distance between two points is equal to

[tex]$$d=\sqrt{(y 2-y 1)^2+(x 2-x 1)^2}$$[/tex]

We have Q(-10,-2), R(1,-1)

substitute the values in the above equation, we get

[tex]& d=\sqrt{(-1+2)^2+(1+10)^2} \\[/tex]

simplifying the equation, we get

[tex]& d=\sqrt{(1)^2+(11)^2} \\[/tex]

d = √122 units

Find the distance TS

the formula to calculate the distance between two points is equal to [tex]$d=\sqrt{(y 2-y 1)^2+(x 2-x 1)^2}$[/tex]

we have

T(-11, -8), S(1, -7)

substitute the values in the above equation, we get

[tex]$d=\sqrt{(-7+8)^2+(1+11)^2}$[/tex]

simplifying the equation, we get

[tex]$d=\sqrt{(1)^2+(12)^2}$[/tex]

d = √145 units

We know that the opposite sides of QR and TS exist.

The opposing sides of a parallelogram are congruent, but in this case, QR TS.

√122 units ≠ √145 units

Therefore, the quadrilateral exists not a parallelogram.

The complete question is:

Determine whether the quadrilateral is a parallelogram using the indicated method Q(-10,-2), R(1,-1), S(1,-7), T(-11,-8) (Distance Formula)

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Answer:

x < -3

Step-by-step explanation:

Inequality form: x < -3

Interval Notation: (-[tex]\infty}[/tex],-3)