The polynomial in standard form is:
F(x) = 2x³ - x² + 5x - 3
Option B is the correct answer.
What is a polynomial?Polynomial is an equation written as the sum of terms of the form kx^n.
where k and n are positive integers.
We have,
The standard form of a polynomial is ax³ + bx² + cx + d.
A.
F(x) = -3 - x² + 2x³ + 5x
This is not in standard form.
B.
F(x) = 2x³ - x² + 5x - 3
This is in standard form.
C.
F(x) = -3 + 5x - x² + 2x³
This is not in standard form.
D.
F(x) = 5x + 2x³ - x² - 3
This is not in standard form.
Thus,
F(x) = 2x³ - x² + 5x - 3 is in the standard form.
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P(A) = 0.6,
P(B) = 0.5,
P(A | B) = 0.3,
(a)Compute P(A and B).
(b) Compute P(A or B).
0.90 is value P(A and B) of probability .
What are examples and probability?
The likelihood that something will occur is the foundation of it. The logic underpinning probability serves as the basic foundation for theoretical probability.
The theoretical likelihood of receiving a head, for instance, is 12 when a coin is tossed.
P(A) = 0.6 P(B) = 0.5
a) P(A and B) =P(A)P(B) {Independent)
P(A and B) = 0.6×0.5
P(A and B) = 0.30
b) Given P(A | B) = 0.3, this is a conditional probability
If P(A | B) = P(A and B)/P(B)
Since If P(A | B) = 0.3
0.3 = P(A and B)/P(B)
P(A and B) = 0.30(P(B)
P(A and B) = 0.3(0.30)
P(A and B) = 0.90
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Given the following box plot:
a. which quarter has the smallest spread of data? What is that spread?
b. which quarter has the largest spread of data? What is that spread?
c. find the interquartile range (IQR).
d. are there more data in the interval 5–10 or in the interval 10–13? How do you know this?
e. which interval has the fewest data in it? How do you know this?
i. 0–2
ii. 2–4
iii. 10–12
iv. 12–13
v. need more information
a. The quarter has the smallest spread of data is Q3
b. The quarter has the largest spread of data is Q1
c. The interquartile range (IQR) is 1.5
d. There are more data in the interval 10–13
e. The interval has the fewest data in it is 10 - 12.
In statistics, a box plot is a graphical representation of a set of data that shows its distribution, median, and quartiles. It can be used to quickly and easily identify the range, spread, and skewness of a data set. Now let's take a look at the box plot you provided and answer your questions.
a. The quarter with the smallest spread of data is the second quarter, which ranges from approximately 4 to 6. The spread of this quarter can be calculated as the difference between the upper quartile (Q3) and the lower quartile (Q1), which is approximately 0.5.
b. The quarter with the largest spread of data is the fourth quarter, which ranges from approximately 10 to 13. The spread of this quarter can also be calculated as the difference between Q3 and Q1, which is approximately 2.5.
c. The interquartile range (IQR) is a measure of the spread of the middle 50% of the data and is calculated as the difference between Q3 and Q1. In this case, the IQR is approximately 1.5 (6 - 4.5).
d. To determine whether there are more data in the interval 5-10 or 10-13, we can look at the box plot and see that the box and whiskers cover a larger range for the interval 10-13. Therefore, there are likely more data points in this interval.
e. To determine which interval has the fewest data, we can look at the box plot and see which interval has the smallest box and shortest whiskers. In this case, that would be the interval 10-12, which has a relatively small box and short whiskers compared to the other intervals. Therefore, we can conclude that this interval has the fewest data points.
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prove that square of an odd integer always have a remainder of 1 when divided by 8. formally, if n is odd, then n2
Let n be an odd integer. By definition, n must be an integer not divisible by 2. Hence, when n2 is divided by 8, the remainder must be 1.
Let n be an odd integer. First, we can express n as 2k+1, where k is an integer. Next, when we square n, we get (2k+1)2. Expanding this gives 4k2+4k+1. Dividing this by 8 gives 4k2+k as the quotient and 1 as the remainder. This proves that the square of an odd integer always have a remainder of 1 when divided by 8.
To summarize, when an odd integer n is squared, the remainder when the result is divided by 8 is always 1. This is because an odd integer is not divisible by 2, and so the quotient will not be a whole number when divided by 8.
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Sam's father has a large collection of thes.
He has 16 tles, and 4 of them are green.
if Sam's father chooses a tle at random, what is the probability that the the would be green?
The probability she pulls out a purple piece of candy would be 0.22.
What is a probability? 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.The probability of an event is a number between 0 and 1, where, roughly speaking, 0 indicates impossibility of the event and 1 indicates certainty.Given is Sam's fathers collection.
The probability that tle would be green is -
P{E} = 4/20
P{E} = 1/5
Therefore, the probability she pulls out a purple piece of candy would be 0.22.
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Drag and drop the answer into the box to match each multiplication problem.
Put responses in the correct input to answer the question. Select a response, navigate to the desired input and insert the response. Responses can be selected and inserted using the space bar, enter key, left mouse button or touchpad. Responses can also be moved by dragging with a mouse.
0.38 × 10³
0.38 × 100,000
0.38 × 10
The evaluated values,
(1) 0.38 × 10³ = 380
(2) 0.38 × 100,000 = 38000
(3) 0.38 × 10 = 3.8
What is multiplication?Multiplication is a mathematical arithmetic operation. It is also a process of adding the same types of expression some number of times.
Example - 2 × 3 means 2 is added three times, or 3 is added 2 times.
Given:
Three expressions are,
0.38 × 10³
0.38 × 100,000
0.38 × 10
Solving,
(1) 0.38 × 10³ = 0.38 x 1000 = 380
(2) 0.38 × 100,000 = 38000
(3) 0.38 × 10 = 3.8
Therefore, the evaluations are given above.
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Cereal is on sale this week. Is it a better buy to get the 10-ounce box for
$1.86 or the 14-ounce box for $2.85?
The 10-ounce box is the better buy as it has a lower cost per ounce.
What is the division operation?In mathematics, divides left-hand operands into right-hand operands in the division operation.
To determine which box of cereal is a better buy, you can calculate the cost per ounce for each option.
For the 10-ounce box, the cost per ounce is:
= 1.86/10
Apply the division operation,
= $0.186 per ounce.
For the 14-ounce box, the cost per ounce is:
= 2.85/14
= $0.203 per ounce.
Therefore, the 10-ounce box is the better buy as it has a lower cost per ounce.
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I need 6 the question anwer
Answer:
i don't know
Step-by-step explanation:
Which statements about the Delian League are true?
Choose ALL the correct answers
Sparta never joined the league and resented Athens’s power and treatment of allies.
Sparta never joined the league and resented Athens’s power and treatment of allies.
The purpose of the league was to keep Sparta from gaining too much power.
The purpose of the league was to keep Sparta from gaining too much power.
The league failed to protect Greece from the Persians, and the city-states were conquered.
The league failed to protect Greece from the Persians, and the city-states were conquered.
When some city-states tried to withdraw, Athens used force to keep them under control.
The statements about the Delian League that is true is A. Sparta never joined the league and resented Athens’s power and treatment of allies.
What is Delian League?Following the Persian War, the Delian League was established in 478 BCE as a military coalition to protect the Ionian Greeks from any potential threats. Athens served as its principal leader and used its sizable and potent navy to defend all of its members who were unable to defend themselves.
Since Athens dominated the Delian League and Athens and Sparta had historically been adversaries, Sparta decided against joining. Although Athens and Sparta put their disagreements aside to overcome their common foe during the Persian Conflicts, they resumed their rivalry when the wars were over.
Therefore, option A is correct.
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The graph shown below expresses a radical function that can be written in the form f(x) = a(x + k)^1/n + c. What does the graph tell you about the domain and the range of this function
The graph of a radical function in form f(x) = a(x + k)^1/n + c can tell you that the domain of the function is all real numbers greater than or equal to -k, and the range of the function depends on the values of "a" and "c".
What is a domain?The domain is defined as the values of the independent variable for which there is a certain value of the dependent variable exists in the range of the function.
Here,
The domain of a radical function in this form is determined by the expression under the radical. For the function to be defined, this expression must be greater than or equal to zero. Therefore, the domain of the function is all real numbers such that x + k is greater than or equal to zero.
The range of the function is determined by the value of "a" and "c". If "a" is positive, the range of the function is all real numbers greater than or equal to "c". If "a" is negative, the range of the function is all real numbers less than or equal to "c".
In summary, the graph of a radical function in form f(x) = a(x + k)^1/n + c can tell you that the domain of the function is all real numbers greater than or equal to -k, and the range of the function depends on the values of "a" and "c".
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facter each expressions 25 + 60
mikayla has a bag of pencils with 8 black, 15 blue, and 5 cyan pencils. find the following probabilities of mikayla drawing the given pencils from the bag if each pencil is removed from the bag after it is drawn
a. The probability of Mikayla drawing black pencil from the bag if each pencil is removed from the bag after it is drawn, is 2/7.
b. The probability of Mikayla drawing blue pencil from the bag if each pencil is removed from the bag after it is drawn, is 15/28.
c. The probability of Mikayla drawing cyan pencil from the bag if each pencil is removed from the bag after it is drawn, 5/28.
Mikayla has a bag of pencils with 8 black, 15 blue, and 5 cyan pencils.
Total Number of Black Pencil = 8
Total Number of Blue Pencil = 15
Total Number of Cyan Pencil = 5
Total Number of pencil = Total Number of Black Pencil + Total Number of Blue Pencil + Total Number of Cyan Pencil
Total Number of pencil = 8 + 15 + 5
Total Number of pencil = 28
a. We have to determine the probability of Mikayla drawing black pencil from the bag if each pencil is removed from the bag after it is drawn.
The Probability = Total Number of black pencil/Total Number of pencil
The Probability = 8/28
The Probability = 2/7
b. We have to determine the probability of Mikayla drawing blue pencil from the bag if each pencil is removed from the bag after it is drawn.
The Probability = Total Number of blue pencil/Total Number of pencil
The Probability = 15/28
c. We have to determine the probability of Mikayla drawing cyan pencil from the bag if each pencil is removed from the bag after it is drawn.
The Probability = Total Number of cyan pencil/Total Number of pencil
The Probability = 5/28
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The complete question is:
Mikayla has a bag of pencils with 8 black, 15 blue, and 5 cyan pencils. find the following probabilities of Mikayla drawing the given pencils from the bag if each pencil is removed from the bag after it is drawn.
a. Only black pencil left
b. Only Blue pencil left
c. Only cyan pencil left
PLS HELP IM STUCK!!!
Which of the following is equivalent to −4(2p − 5q)?
−8p − 5q
−8p + 20q
−6p − 9q
−6p + 20q
The correct answer is −8p − 5q. This is because when multiplying two numbers, the two signs are combined.
What is number?Number is a mathematical entity used to represent a computer magnitude it can be symbol or a combination of simple you should in order to take quantity such as the two, five, seven, three or eight number are used to verify the context including counting measuring and computing.
Since both −4 and (2p − 5q) are negative, the resulting product is also negative. To calculate the expression, it is simply a matter of multiplying the two numbers together: −4 * (2p − 5q) = −8p − 5q.
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A copy machine makes 36 copies per minute. How long does it take to make 171 copies ?
A copy machine takes 4.75 minutes to make 171 copies.
What is Division?The division is one of the basic arithmetic operations in math in which a larger number is broken down into smaller groups having the same number of items. Division is the reciprocal of multiplication.
Time taken by the copy machine to take 36 copies = 1 minute.
Since 36 copies can be printed every minute, you could divide 171 by 36 to determine the time needed to make 171 copies.
[tex]\frac{171}{36}[/tex] = 4.75 minutes.
Time taken to print 171 copies is 4.75 minutes.
Hence, a copy machine takes 4.75 minutes to make 171 copies.
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Write an equation in point-slope form of the line that passes through the point (2, 0) with slope 1.
The point-slope form of a linear equation is:
y - y1 = m(x - x1)
where m is the slope of the line and (x1, y1) is a point on the line.
Using the given point (2, 0) and slope 1, we can substitute into the equation:
y - 0 = 1(x - 2)
Simplifying, we get:
y = x - 2
So the equation in point-slope form of the line that passes through the point (2, 0) with slope 1 is y = x - 2.
Here is a solution of some system of linear equations. x1 = 2 - 3x3 - x4x2 = 3 + 6x3 + x4a) express the solution in a vector form. answer : x1 A a aa x2 = B + x3 b + x4 bb Wherex3 C c ccx4 D d ddA = ___ a = ____ aa = ____B = ___ b = ____ bb = ____C = ___ c = ____ cc = ____D = ___ d = ____ dd = ____
The solution to the system of linear equations can be expressed in vector form as:
x = [x1, x2, x3, x4] = [2-3x3-x4, 3+6x3+x4, x3, x4]
Breaking down the vector components:
A = [-3, 0, 1, 0]
a = [-1, 0, 0, -1]
B = [2, 3, 0, 0]
b = [0, 0, 1, 0]
bb = [0, 0, 0, 1]
C = [0, 0, 1, 0]
cc = [0, 0, 1, 0]
D = [0, 0, 0, 1]
dd = [0, 0, 0, 1]
To obtain this solution in vector form, we first rewrite the equations in standard form:
x1 + 3x3 + x4 = 2
x2 - 6x3 - x4 = 3
Then, we can write the solution as a combination of the homogeneous solution (the particular solution) and the non-homogeneous solution (the vector on the right-hand side). The homogeneous solution is obtained by setting the right-hand side to zero and solving for x3 and x4:
x1 + 3x3 + x4 = 0
x2 - 6x3 - x4 = 0
which gives x3 = -1/3 and x4 = 0. Therefore, the homogeneous solution is [0, 0, -1/3, 0].
The non-homogeneous solution is obtained by setting x3 and x4 to zero and solving for x1 and x2:
x1 = 2
x2 = 3
Therefore, the non-homogeneous solution is [2, 3, 0, 0].
Combining the homogeneous and non-homogeneous solutions, we obtain the final solution in vector form:
x = [0, 0, -1/3, 0] + [2, 3, 0, 0] = [2-3x3-x4, 3+6x3+x4, x3, x4]
with the vectors A, a, B, b, bb, C, cc, D, dd given as above.
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given f(x)= 24x^3+14x^2-11x-6 and (2x+1) is a factor, write f(x) as a set of linear factors
The linear factors of the given polynomial is (2x+1)(4x+3) and (3x-2).
What is factorization?The factorization method uses basic factorization formula to reduce any algebraic or quadratic equation into its simpler form, where the equations are represented as the product of factors instead of expanding the brackets. The factors of any equation can be an integer, a variable, or an algebraic expression itself.
The given function is f(x)=24x³+14x²-11x-6 and one of the factor is (2x+1).
Here, 24x³+14x²-11x-6 can be written as 24x³+12x²+2x²+1x-12x-6
12x²(2x+1)+1x(2x+1)-6(2x+1)
= (2x+1)(12x²+1x-6)
= (2x+1)(12x²+1x-6)
= (2x+1)(12x²+9x-8x-6)
= (2x+1)[3x(4x+3)-2(4x+3)]
= (2x+1)(4x+3)(3x-2)
Therefore, the linear factors of the given polynomial is (2x+1)(4x+3) and (3x-2).
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Tyshawn wants to buy a car for $19, 500, but can only get a loan from the bank for
$14, 625. What percentage does Tyshawn have to put down in order to pay for the
car?
Tyshawn will be required to put down 25% of the total cost of the vehicle.
What is the percentage?The amount of any product is given as though it was a proportion of a hundred. The ratio can be expressed as a quarter of 100. The phrase % translates to one hundred percent. It is symbolized by the character '%'.
The percentage is given as,
Percentage (P) = [Final value - Initial value] / Initial value x 100
Tyshawn wants to spend $19,500 on a car, but the bank will only lend him $14,625 for it. The percentage is then stated as,
P = [($19,500 - $14,625) / $19,500] x 100
P = [($4,875) / $19,500] x 100
P = 0.25 x 100
P = 25%
Tyshawn will be required to put down 25% of the total cost of the vehicle.
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On a sunny day at the beach, Ashley made a sand castle with a rectangular floor.
Ashley swam for awhile, and then she increased the length of the castle's floor by
30% and the width of castle's floor by 20%. By what percent did the area of the
castle's floor increase?
The area of the castle's floor increases by 5.06% .
How to calculate area of rectangular floor?
By multiplying length and breadth, the rectangle's area will obtain in a square-unit dimension. In the case of a square, the area will become side2. The main difference between square and rectangle is that the length and breadth are equal for square.
Given :
Let the Length and width of the rectangular floor be x and y respectively
then , the area of rectangular floor be x*y
Since,
Ashley increased the length of the castle's floor : 30%
and width of castle's floor : 20%.
New length = x + 30% of x = x + 3x/100 = 103x/100
New width = y + 20% of y =y + 2y/100 = 102y/100
New area of rectangular floor = (103x/100)*(102y/100)
percent increase in area of the castle's floor
= {[(103x/100)*(102y/100) - x*y]*100} / xy
= 506 / 100
= 5.06
Hence, the area of the castle's floor increases by 5.06% .
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Square AIME has sides of length 10 units. Isosceles triangle GEM has
base EM, and the area common to triangle GEM and square AIME is 80
square units. Find the length of the altitude to EM in 4GEM.
The length of the altitude to EM in triangle GEM is 25 units.
Note that if the altitude of the triangle is at most 10, then the maximum area of the intersection of the triangle and the square is 5 * 10=50. This implies that vertex G must be located outside of square AIME.
Now, suppose GE meet AI at X and let GM meet AI at Y.
Clearly, XY=6 since the area of trapezoid XYME is 80. Also, triangle GXY is similar to triangle GEM.
Let the height of GXY be h.
By the similarity, h/6 = {h + 10}/10,
we get h = 15.
Thus, the height of GEM is
h + 10 = 15 + 10
h = 25 units
So the length of altitude is of triangle GEM is 25 units.
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____The given question is incorrect, the correct question is given below:
Square AIME has sides of length 10 units. Isosceles triangle GEM has
base EM, and the area common to triangle GEM and square AIME is 80
square units. Find the length of the altitude to EM in triangle GEM.
Simplify (2x5y2)(3x3y). 5x8y3 6x8y3 6x8y2 6x2y
The expression when simplified is 6x^8y^3
How to simplify the expressionFrom the question, we have the following parameters that can be used in our computation:
(2x5y2)(3x3y)
Express properly
So, we have
(2x^5y^2)(3x^3y)
Evaluate the products
This gives
6x^(5+3)y^(2+1)
So, we have
6x^8y^3
Hence, the expression is 6x^8y^3
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Answer:
B
Step-by-step explanation:
took the test xx
Part II: Use the formula from Part I to find the slope of the line that goes through each pair of points.
Show your work. (2 points; 1 points each)
A. (5, 7) and (-4,-2)
B. (1,3) and (1, -10)
Please help!
The Slope of the lines made from given points will be For A slope=1 and For B slope=∞.
What exactly is a Slope?
A slope of a line is defined as the change in y coordinate divided by the change in x coordinate.
The net change in y-coordinate is denoted by Δy, whereas the net change in x-coordinate is denoted by Δx.
As a result, the change in y-coordinate in relation to the change in x-coordinate is given by,
m = difference in y/difference in x = Δy/Δx=y2-y1/x2-x1
Where "m" shows the slope of a line.
The line's slope may alternatively be represented by
tan θ = Δy/Δx
In general, the slope of a line indicates its steepness and direction. The slope of a straight line between two locations, (x1,y1) and (x2,y2), is simply calculated by finding the difference of the coordinate points.
Now,
Given Coordinates are in form (x1,y1) and (x2,y2)
A. (5, 7) and (-4,-2)
then slope m=-2-7/-4-5
=-9/-9
=1
B. (1,3) and (1, -10)
slope m=-10-3/1-1
=-13/0
=∞
Hence,
The Slope of the lines made from given points will be For A slope=1 and For B slope=∞.
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The monthy buget of a family is given below.Represent in pie chart
The pie chart is an important type of data representation. It contains different segments and sectors in which each segment and sector of a pie chart forms a specific portion of the total(percentage). The sum of all the data is equal to 360°.
Why is Pie chart an important tool of representation?The "pie chart, also known as circle chart divides the circular statistical graphic into sectors or sections to illustrate numerical problems. Each sector represents a proportionate portion of the total.
The Pie-chart works best for determining the composition of something at that time. In most cases, pie charts take the place of other graphs such as bar graphs, line plots, histograms, and so on.
Note: The monthly budget of the family is represented in pie chart that is attached as image.
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Consider the following data representing the price of plasma televisions (in dollars).
1467 1281 1342 1429 1313 1357 1448 1385 1304 1291 1406 1410 1307 1422 1264 1454 1191 1191 1372 1461 1447
Price of Plasma Televisions (in Dollars)
Class Frequency, Class Boundaries, Midpoint, Relative Frequency, Cumulative Frequency
1179 − 1228
1229 − 1278
1279 − 1328
1329 − 1378
1379 − 1428
1429 − 1478
Step 1 of 7: Determine the class width of the data given.
Step 2 of 7: Determine frequency in 3rd class
Step 3 of 7: Determine the lower class boundary for the second class
Step 4 of 7: Determine the upper class boundary for the 3rd class
Step 5 of 7: Identify the midpoint of the first class
Step 6 of 7: Calculate the relative frequency of the second class. Determine your answer as a simplified fraction
Step 7 of 7: Compute the cumulative frequency of the 5th class
Step 1 of 7: The class width of the data given s 50.
Step 2 of 7: The frequency in 3rd class is 5
Step 3 of 7: Lower class boundary for the second class is 1228.5.
Step 4 of 7: Upper class boundary for the 3rd class is 1328.5
Step 5 of 7: The midpoint of the first class is 1203.5
Step 6 of 7: The relative frequency of the second class is 0.0476
Step 7 of 7: The cumulative frequency of the 5th class is 15.
As per the data given:
the following data representing the price of plasma televisions (in dollars).
1467, 1281, 1342, 1429, 1313, 1357, 1448, 1385, 1304, 1291, 1406, 1410, 1307, 1422, 1264, 1454, 1191, 1191, 1372, 1461, 1447.
Class Relative Cumulative
Class Frequency Boundaries Midpoint Frequency Frequency
1179−1228 2 1178.5 - 1228.5 1203.5 0.0952 2
1229−1278 1 1228.5 - 1278.5 1253.5 0.0476 3
1279−1328 5 1278.5 - 1328.5 1303.5 0.2381 8
1329−1378 3 1328.5 - 1378.5 1353.5 0.1429 11
1379−1428 4 1378.5 - 1428.5 1403.5 0.1905 15
1429−1478 6 1428.5 - 1478.5 1453.5 0.2857 21
Step 1 of 7: Determine the class width of the data given.
The class width is the difference between the upper or lower class limits of consecutive classes. All classes should have the same class width. In this case, class width equals to the difference between the lower limits of the first two classes.
w = 1229 - 1179 = 50
Step 2 of 7: Determine frequency in 3rd class
The 3rd class is 1279−1328 and the frequency in 3rd class is 5
Step 3 of 7: Determine the lower class boundary for the second class
The 2nd class is 1229−1278 and the class boundary is 1228.5 - 1278.5
Lower class boundary for the second class is 1228.5.
Step 4 of 7: Determine the upper class boundary for the 3rd class
The 3rd class is 1279−1328 and the class boundary is 1278.5 - 1328.5
Upper class boundary for the 3rd class is 1328.5
Step 5 of 7: Identify the midpoint of the first class
The 1st class is 1179−1228 and the midpoint of the first class is 1203.5
Step 6 of 7: Calculate the relative frequency of the second class.
The 2nd class is 1229−1278 and the relative frequency of the second class is 0.0476
Step 7 of 7: Compute the cumulative frequency of the 5th class
The 5th class is 1379−1428 and the cumulative frequency of the 5th class is 15.
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How many terms are there is the geometric progression Progression 2, 4,8--- 256.3
To find the number of terms in a geometric progression, we can use the formula:
n = log[size of last term / size of first term] / log[common ratio]
In this case, the first term is 2, the last term is 256, and the common ratio is 4/2 = 2. Plugging these values into the formula, we get:
n = log[256/2] / log[2] = log[128] / log[2] = 7
Therefore, there are 7 terms in the geometric progression 2, 4, 8, ..., 256.
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are 4√5 and 7√5 like radicals? why or why not?
Yes, 4√5 and 7√5 are like radicals because they have the same radical part, which is √5.
What exactly are radicals in mathematics?In mathematics, a radical is the inverse of an exponent, which is represented by the symbol ", also known as the root. It can be a square root or a cube root, and the number before the symbol or radical is known as an index number or degree.
Similar radicals have the same index and radicand (the expression under the radical sign). Because the radical sign is not specified, the index is assumed to be 2, and the radicand is 5.
Because 45 and 75 share the same radical part 5, they are considered radicals.
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0.3=0.5f-7 what is f
Answer: f = 14.6
Step-by-step explanation:
Since you gave the equation 0.3 = 0.5f - 7, here are the following steps to solve:
1. Combine multiplied terms into a single fraction
[tex]0.3=\frac{1f}{2} -7[/tex]
2. Multiply by 1
[tex]0.3 =\frac{f}{2} -7[/tex]
3. Find Common Denominator
[tex]0.3 = \frac{f}{2} + \frac{2(-7)}{2}[/tex]
4. Combine fractions
[tex]0.3 = \frac{f+2(-7)}{2}[/tex]
5. Multiply
[tex]0.3=\frac{f - 14}{2}[/tex]
6. Multiply all terms by the same number to eliminate denominators
[tex]2(0.3)= 2\frac{f-14}{2}[/tex]
7. Simplify
[tex]0.6 = f-14[/tex]
8. Add 14 to both sides
[tex](0.6 + 14) = f (- 14 + 14)[/tex]
9. Simplify
[tex]f= 14.6[/tex]
A lot of 1000 components contains 300 that are defective. Twocomponents are drawn at random and tested. Let A be the eventthat the first component drawn is defective, and let B be the eventthat the second component drawn is defective.
a) find P(A)
b) find P(B|A)
c) find
d) find
e) find P(B)
f) find P(A|B)
g) Are A and B independent? It is reasonable to treat A and B asthough they were independent? Expalin
A lot of 1000 components contains 300 that are defective. Two components are drawn at random and tested.
a) P(A) is 0.3
b) P(B|A) is 299/999
c) P(A ∩ B) is 0.089
d) P(A' ∩ B) is 0.211
e) P(B) is 0.3
f) P(A|B) is 0.297
g) A and B are not independent, therefore, it is not reasonable to treat A and B as though they were independent
a) P(A) is the probability that the first component drawn is defective. Since there are 300 defective components out of 1000, the probability that the first component drawn is defective is:
P(A) = 300/1000 = 0.3
b) P(B|A) is the conditional probability that the second component drawn is defective given that the first component drawn is defective. Since there are now 299 defective components left out of 999, the probability that the second component drawn is defective given that the first component drawn is defective is:
P(B|A) = 299/999
c) P(A ∩ B) is the probability that both the first and second components drawn are defective. Since there are 300 defective components out of 1000, the probability that the first component drawn is defective is 0.3. If the first component drawn is defective, then there are now 299 defective components left out of 999.
So the probability that the second component drawn is defective given that the first component drawn is defective is 299/999. Therefore, the probability that both components are defective is:
P(A ∩ B) = P(A) * P(B|A) = 0.3 * 299/999 = 0.089
d) P(A' ∩ B) is the probability that the first component drawn is not defective (i.e., it is good) and the second component drawn is defective. Since there are 700 good components out of 1000, the probability that the first component drawn is good is:
P(A') = 700/1000 = 0.7
If the first component drawn is good, then there are 299 defective components left out of 999. So the probability that the second component drawn is defective given that the first component drawn is good is:
P(B|A') = 299/999
Therefore, the probability that the first component drawn is good and the second component drawn is defective is:
P(A' ∩ B) = P(A') * P(B|A') = 0.7 * 299/999 = 0.211
e) P(B) is the probability that the second component drawn is defective. There are 300 defective components out of 1000, so the probability that the second component drawn is defective is:
P(B) = 300/1000 = 0.3
f) P(A|B) is the conditional probability that the first component drawn is defective given that the second component drawn is defective. Using Bayes' theorem, we have:
P(A|B) = P(A ∩ B) / P(B) = (0.3 * 299/999) / 0.3 = 0.089 / 0.3 = 0.297
g) A and B are not independent, because the probability of B depends on whether or not A has occurred. In other words, the probability of drawing a defective component for the second draw depends on whether or not the first draw yielded a defective component.
If A has occurred (i.e., the first component drawn is defective), then the probability of B is higher than if A had not occurred. Therefore, it is not reasonable to treat A and B as though they were independent.
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Complete question is:
A lot of 1000 components contains 300 that are defective. Twocomponents are drawn at random and tested. Let A be the event that the first component drawn is defective, and let B be the event that the second component drawn is defective.
a) find P(A)
b) find P(B|A)
c) find P(A ∩ B)
d) find P(A' ∩ B)
e) find P(B)
f) find P(A|B)
g) Are A and B independent? It is reasonable to treat A and B as though they were independent? Explain
Determine by inspection whether the vectors are linearly independent Justify your answer. [8 -2 6], [12 -3 9] Select the correct choice below and. if necessary fill in the answer box to complete your choice. A. The set of vectors is linearly dependent because times the first vector is equal to the second vector (Type an integer or a simplified fraction.) B. The set of vectors is linearly dependent because neither vector is the zero vector. C. The set of vectors is linearly independent because neither vector is a multiple of the other vector.
The vectors [8 -2 6] and [12 -3 9] are option (c) linearly independent because neither vector is a multiple of the other.
A vector is an entity that has both magnitude and direction. It is represented by an ordered set of numbers, which correspond to the coordinates of its endpoint in a given coordinate system.
In this problem, we are given two vectors: [8 -2 6] and [12 -3 9]. To determine if they are linearly independent or not, we need to check if one vector can be expressed as a linear combination of the other.
Let us assume that the first vector can be expressed as a linear combination of the second vector. That is, there exist constants a, b, and c such that:
[8 -2 6] = a[12 -3 9] + b
where b is a vector. Simplifying the above equation, we get:
8 = 12a + b1
-2 = -3a + b2
6 = 9a + b3
where b1, b2, and b3 are the respective components of vector b. Now, we can solve for a, b1, b2, and b3 using the system of linear equations. Solving for a, we get a = 2/3. Substituting this value in the remaining equations, we get:
b1 = -4/3, b2 = -2/3, and b3 = 2/3
Therefore, the vector b is [-4/3 -2/3 2/3]. We can verify that the first vector cannot be expressed as a linear combination of the second vector and b. Hence, the given vectors are linearly independent.
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Someone please help asap!
What is the structure of the following statement? "Our city is plagued with polluted water, and until we pass stricter laws about dumping into the river, it is going to continue.
A. Cause and effect
B. Problem and solution
C. Description
D. Sequence
Answer:
B
Step-by-step explanation:
you got polluted water that's the problem the solution is strict er laws about dumping
Find the x-intercepts of the graph of the equation:
y = x2 - 3x + 2
16 Answer:
Find the x-intercepts of the graph of the equation:
y = x2 - 1
The x-intercepts of the graph of the equation y = x^2 - 3x + 2 are 1 and 2.
The x-intercepts of the graph of the equation y = x^2 - 1 are -1 and 1.
What is the x-intercept?In Mathematics, the x-intercept can be defined as the point at which the graph of a function crosses the x-coordinate (x-axis) and the value of "y" or y-value is equal to zero (0).
What is y-intercept?In Mathematics, the y-intercept is sometimes referred to as an initial value and the y-intercept of any graph such as a linear function, generally occur at the point where the value of "x" is equal to zero (x = 0).
In this exercise, we would use an online graphing calculator to plot the linear function in order to determine the x-intercepts and y-intercepts as shown in the image attached below.
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