The probability that at least one washing machine breaks down in the first year of operation is approximately 0.9814 or 98.14%.
To find the probability that at least one washing machine breaks down in the first year of operation, we can use the complement rule and subtract the probability of none of the machines breaking down from 1.
Given that 15% of washing machines break down, and 32 machines are purchased by the laundromat, we can calculate the probability using the binomial distribution.
The probability that a single washing machine breaks down in the first year is 15% or 0.15. Since each machine operates independently, we can treat the breakdown of each machine as a Bernoulli trial.
Let's define success as a machine breaking down and failure as a machine not breaking down. The probability of success is 0.15, and the probability of failure is 1 - 0.15 = 0.85.
To find the probability that none of the machines break down, we use the binomial distribution formula:
P(X = k) = C(n, k) * \(p^k\) * \((1 - p)^{n - k}\)
In this case, we want to calculate the probability that k = 0, i.e., none of the machines break down. The formula becomes:
P(X = 0) = C(32, 0) * \(0.15^0\)* \(0.85^{32}\)
Now, to find the probability that at least one machine breaks down, we subtract the probability of none breaking down from 1:
P(at least one breakdown) = 1 - P(X = 0)
By plugging in the values and performing the calculations, we can find the probability that at least one washing machine breaks down in the first year of operation for the laundromat.
P(X = 0) = C(32, 0) * \(0.15^0\)* \(0.85^{32}\)
= 1 * 1 * \(0.85^{32}\)
≈ 0.0186
P(at least one breakdown) = 1 - P(X = 0)
= 1 - 0.0186
≈ 0.9814
Therefore, the probability that at least one washing machine breaks down in the first year of operation is approximately 0.9814 or 98.14%.
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please help!!!!!!!!
Answer:
This answer should be 16
Answer:
i think here the answer is 16
PLEASE HURRY IM IN THE TEST RIGHT NOW!!!!!
Plot ΔABC on graph paper with points A(10,4), B(-1,1), and C(4,2). Reflect ΔABC by multiplying the x-coordinates of the vertices by −1. Then use the function (x,y)→(x−5,y+4) to translate the resulting triangle. Name the coordinates of the vertices of the result.
Question 4 options:
A'(-10,4), B'(1,1), C'(-4,2)
A'(-15,8), B'(-4,5), C'(-9,6)
A'(-8,15), B'(-5,4), C'(-6,1)
A'(-4,-10), B'(-1,1), C'(-2,-4)
These are the coordinates of the Vertices of the resulting triangle after performing the given transformations.the resulting vertices after the reflection and translation are: A'(-15, 8) B'(-4, 5) C'(-9, 6)
The triangle ΔABC and perform the given transformations, let's start by plotting the original triangle ΔABC on a graph:
Poin A: (10, 4)
Point B: (-1, 1)
Point C: (4, 2)
Now, let's reflect the triangle ΔABC by multiplying the x-coordinates of the vertices by -1:
Reflected Point A': (-10, 4)
Reflected Point B': (1, 1)
Reflected Point C': (-4, 2)
Next, let's use the given translation function (x, y) → (x - 5, y + 4) to translate the reflected triangle:
Translated Point A'': (-10 - 5, 4 + 4) = (-15, 8)
Translated Point B'': (1 - 5, 1 + 4) = (-4, 5)
Translated Point C'': (-4 - 5, 2 + 4) = (-9, 6)
Therefore, the resulting vertices after the reflection and translation are:
A'(-15, 8)
B'(-4, 5)
C'(-9, 6)
These are the coordinates of the vertices of the resulting triangle after performing the given transformations.
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44% of what number is 400?
Answer:
909.09
Step-by-step explanation:
400 divided by 44% is about 909.09.
What’s the answer to this problem?
Answer: the answer is 0
Step-by-step explanation:
What is 2/5 of 15? help pls
What is 2/5 of 15?
Answer:
2/5 of 15 is 6.
Answer:
6
Step-by-step explanation:
The word of in math refers to multiplication.
We can convert 15 to a fraction as well so we can use them together (15/1).
\(\frac{2}{5}\) x \(\frac{15}{1}\)
We can then work diagnolly and reduce the 5 and 15 since they are both divisible by 5- this is also known as the GCF or Greatest Common Factor
\(\frac{2}{1}\) x \(\frac{3}{1}\)
This is the same as 2 x 3 since both numbers divided by 1 are just themselves.
2x3 = 6
In ΔJKL, m ∠ L=71°, j=11 m , and m ∠ K=46° . Find k .
Step-by-step explanation:
first : the sum of all angles in a triangle is always 180°.
second : the law of sine
a/sin(A) = b/sin(B) = c/sin(C)
a, b, c are the sides, A, B, C are the the corresponding opposite angles.
therefore,
angle J = 180 - 71 - 46 = 63°
j/sin(J) = k/sin(K)
11/sin(63) = k/sin(46)
k = 11×sin(46)/sin(63) = 8.880673249... m
Mean = 5 13+14+15+19+19 =
Answer:
14.167
Step-by-step explanation:
assuming you meant 5+13
What is the measure of ∠L?
Enter your answer in the box. Round only your final answer to the nearest hundredth.
m∠L= °
====================================================
Explanation:
We set up a cosine ratio, since we want to connect the adjacent and hypotenuse. Then we'll use the inverse cosine, which is also known as arccosine, to isolate the angle value.
This is what your steps could look like:
cos(angle) = adjacent/hypotenuse
cos(L) = LM/LN
cos(L) = 18/60
cos(L) = 0.3
L = arccos(0.3)
L = 72.542396876278 which is approximate
L = 72.54 degrees approximately
Make sure your calculator is in degree mode.
The students in a furniture making class make a tabletop shaped like the figure shown.
a. What is the area of the tabletop?
b. One of the students wants to make a tabletop shaped like a right triangle. This tabletop will have have the same area as the tabletop shown. What are a set of posible lengths for the sides of the tabletop that meet in a right angle? Explain.
(Due by today)
Answer:
The area of the given figure is equal to the area of a rectangle with sides 5 feets by 6 feets less the area of four square cut-outs of side 1 feet.
Area of the rectangle = 5 x 6 = 30 square feets.
Area of the four square cut-outs = 4(1 x 1) = 4 x 1 = 4 square feet
Area of the given figure = 30 - 4 = 26 square feet.
Area of a triangle = 1/2 x base x height
i.e. 1/2 bh = 26
bh = 26 x 2 = 52
possible values of base and height = (1 and 52), (2 and 26), (4 and 13)
Step-by-step explanation:
Hope this helped.
A brainliest is always appreciated.
let u d 2 4 5 6 7 3 5 , and let w be the set of all x in r 3 such that u ? x d 0. what theorem in chapter 4 can be used to show that w is a subspace of r 3 ? describe w in geometric language.
Geometrically, S represents a plane in ℝ^3 that is orthogonal (perpendicular) to the vector m.
To establish that S is a subspace of ℝ^3, we must confirm that S is closed under vector summation and scalar multiplication.
A pertinent theorem from linear algebra that can be applied here is the "Subspace Criterion" theorem. This principle states that a non-empty subset S of a vector space V is a subspace if and only if it fulfills the following conditions:
For any vectors a, b ∈ S, their addition a + b ∈ S.
For any vector a ∈ S and any scalar k, the product ka ∈ S.
Now, let's define a vector m = v - e.
Observe that for any y in S, we have:
m • y = (v - e) • y = (v • y) - (e • y) = 0.
This implies that y is orthogonal to the vector m.
Geometrically, S represents a plane in ℝ^3 that is orthogonal (perpendicular) to the vector m.
As the plane is closed under vector summation and scalar multiplication, S is indeed a subspace of ℝ^3.
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Suppose v = (2, 4, 5) and e = (6, 7, 3) are a pair of vectors in ℝ^3. Let S be the collection of all y in ℝ^3 such that the inner product of v and y equals the inner product of e and y (i.e., v • y = e • y).
What principle can be utilized to demonstrate that S is a subspace of ℝ^3? Describe S in geometric terms.
Pleaseeeee helppppp answer correctly !!!!!!!!!!!!!! Will mark Brianliest !!!!!!!!!!!!!!!
a) What is the mean?
b) What is the median?
c) What is the mode?
A 3 foot-wide wood deck will be built around a rectangular-shaped pool that measures 15 feet by 30 feet. The resulting shape is also rectangular. If the lumber cost $10 per square yard, what is the cost of the wood for the deck?
The answer is $1500.00
\(\begin{gathered} \text{Area of the rectangular shped pool=L}\times B \\ \text{Area}=30\times15=450ft^2 \\ \text{Note: 3 f}eet=1\text{ yard} \\ So,\text{ }\frac{450}{3}=150persquare\text{ yards} \\ 150\text{ Yards =10}\times150=\text{ \$1500.00} \end{gathered}\)please someone answer this, “what is the area of triangle ABC?”
Here's the solution,
The given triangle is an equilateral triangle, because it's all angles measure 60° each
now,
Area of an equilateral triangle :
=》
\( \dfrac{ \sqrt{3} }{4} {a}^{2} \)
where,
a = 8 ( side measure )=》
\( \dfrac{ \sqrt{3} }{4} \times 8 \times 8\)
=》
\( \sqrt{3} \times 16\)
=》
\(16 \sqrt{3} \: \: \: cm {}^{2} \)
or
=》
\(27.71 \: \: cm {}^{2} \)
Aleena babysits for 4 ½ hours and is paid $27. How much does she make per hour?
Answer:
$6 per hour
Step-by-step explanation:
27/4.5=6
the banquet punch is water by volume, apple juice, and the rest is grape juice. if milliliters of grape juice were used to make the punch, then how many milliliters of punch is there total?
The total milliliters of punch is 2x + y.
Total Milliliters Of PunchTo find the total amount of milliliters of punch, we need to add together the amount of water, apple juice, and grape juice used to make it. Since the punch is made up of "water by volume" and "the rest is grape juice," we know that the ratio of water to grape juice is 1 : 1. If we know the amount of grape juice used in milliliters, we can use that to find the amount of water and apple juice used, and then add all three amounts together to find the total amount of milliliters of punch.
Let's say that "x" milliliters of grape juice were used to make the punch. Since the ratio of water to grape juice is 1 : 1, we know that the same amount of water, "x" milliliters, were used. To find the total amount of milliliters of water and grape juice, we add x + x = 2x milliliters.
However, the prompt also mention "apple juice" is also included in the punch, so we need to add the amount of apple juice used in the punch to find the total milliliters of punch. If the amount of apple juice used is "y" milliliters, then the total milliliters of punch is 2x + y.
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Math question. HELP HELP HELP PLEASE PLEASE.
100 POINTS AND WILL MARK BRAINLIEST.
SEE FILE ATTACHED
Solve the equation.
5(y+2/5)=−13
y = ?
Answer:
-3
Step-by-step explanation:
5(y+2/5)=-13
5*y+5*2/5=-3
5y+2=-13
5y=-13-2
5y=-15
5y/5=-15/5
y=-3
Answer:
y = -3
Step-by-step explanation:
Now we have to,
→ Find the required value of y.
The equation is,
→ 5(y + (2/5)) = -13
Then the value of y will be,
→ 5(y + (2/5)) = -13
→ 5(y) + 5(2/5) = -13
→ 5y + (10/5) = -13
→ 5y + 2 = -13
→ 5y = -13 - 2
→ 5y = -15
→ y = (-15)/5
→ [ y = -3 ]
Hence, the value of y is -3.
state flags if we randomly select two state flags, with replacement, what is the probability that exactly one will have other characteristics?
The probability that exactly one will have other characteristics is 2 × (11/28 × 17/28). The correct answer is option e.
To calculate the probability that exactly one state flag will have other characteristics, we can break it down into two cases:
The first flag has other characteristics and the second flag does not.
The first flag does not have other characteristics and the second flag does.
The probability of the first case is (11/28) × (17/28), since the probability of selecting a flag with other characteristics on the first draw is 11/28, and the probability of selecting a flag without other characteristics on the second draw is 17/28 (since we are drawing with replacement, the probabilities remain the same for both draws).
Similarly, the probability of the second case is (17/28) × (11/28).
So the total probability is the sum of these two probabilities, which is:
(11/28) × (17/28) + (17/28) × (11/28) = 2 × (11/28) × (17/28) = 0.335 (rounded to three decimal places)
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The question is -
If we randomly select two state flags, with replacements, what is the probability that exactly one will have other characteristics?
a. 1/11 × 1/11
b. 2 × (11/28 × 17/27)
c. 12/28 + 17/28
d. 2 × 11/28
e. 2 × (11/28 × 17/28)
f. 11/28 × 17/28
can you guys please help me on this?
please help i will give brainiest
do the columns of a=[] form a linearly independant set? if the set is dependant, find the dependance relation.
If row-reducing the augmented matrix does not produce any non-zero entries in the right-hand side, then the columns of A are linearly independent.
To determine if the columns of matrix A form a linearly independent set, we need to check if the equation Ax = 0 has only the trivial solution x = 0.
Let's assume the given matrix A is:
A = [a1, a2, a3, ..., an]
If the columns of A are linearly independent, then the equation Ax = 0 has only the trivial solution.
To solve the equation Ax = 0, we set up the augmented matrix [A | 0] and row-reduce it:
[A | 0] =
[a1, a2, a3, ..., an | 0]
Row-reducing the augmented matrix will help us determine if there are any non-trivial solutions to the equation Ax = 0.
If row-reducing the augmented matrix leads to a row of zeros with a non-zero entry in the corresponding row of the right-hand side (0), then the columns of A are linearly dependent, and there exists a non-trivial solution.
If row-reducing the augmented matrix does not produce any non-zero entries in the right-hand side, then the columns of A are linearly independent.
By performing row operations on the augmented matrix [A | 0] and examining the resulting row echelon form, we can determine if the columns of A are linearly dependent or independent and find the dependence relation if they are dependent.
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round 1344 to two decimal places
how write in arm 64 if statement that input not integer
In ARM 64 assembly, you can use a combination of instructions to implement an if statement that checks if the input is not an integer. One approach is to use the FCVTAS instruction to convert the input to a signed integer, and then compare it to the original input using a conditional branch instruction. Here's an example:
; Load input value into register x0
LDR x0, [sp, #0]
; Convert input to signed integer
FCVTAS w1, d0
; Compare converted value to original input
CMP w1, w0
; If the values are not equal, jump to label 'not_integer'
B.NE not_integer
; Continue execution if input is an integer
...
not_integer:
; Handle case where input is not an integer
...
In this example, we assume that the input value is stored in memory at the address pointed to by the stack pointer (sp) plus an offset of 0. The LDR instruction loads the input value into register x0.
The FCVTAS instruction converts the input value (d0) to a signed integer (w1). The result is stored in a 32-bit register (w1) because the input value is assumed to be in the range of a 32-bit signed integer.
The CMP instruction compares the converted value (w1) to the original input value (w0). If the values are not equal, the B.NE instruction jumps to the label not_integer, indicating that the input is not an integer. Otherwise, execution continues after the if statement.
Note that this is just one example of how you could implement an if statement to check if the input is not an integer in ARM 64 assembly. The specific implementation may depend on the requirements of your program and the instructions available on your hardware platform.
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y=5575(0.65)
A. Does this function represent exponential growth or exponential decay?
B. What is your initial value?
C. What is the rate of growth or rate of decay?
Answer:
A.) exponential decay
B.) 5575
C.) 65%
Step-by-step explanation:
Brody has a jar with 1000 g of sugar in it. Each day, he empties out half
of the sugar that is in the jar. At the end of the first day, he is left with
500 g of sugar.
a) How much sugar will be left in the jar at the end of the 5th day? Give
your answer in grams (g).
b) Write a sentence to explain whether or not the jar will ever be empty
31.25 g on the 5th day
no it will never by empty because even when it gets down to one singular piece of sugar you would technically just cut it in half, then that in half, yes it would get impossible, that's why you wouldn't actually do it, but if you typed it into a calculator it would just keep getting a smaller and smaller decimal.
An opinion poll asks a simple random sample of 500 adults whether they favor giving parents of school-age children vouchers that can be exchanged for education at any public or private school of their choice. Each school would be paid by the government on the basis of how many vouchers it collected. Suppose that in fact 45% of the population favor this idea.
What is the probability that 40-60% are in favor? Round your answer to 4 decimal places.
Answer: 0.9545 (95.5%)
Step-by-step explanation: We can use the binomial distribution to model the number of people who favor the voucher idea in a simple random sample of 500 adults. The binomial distribution has two parameters: n, the number of trials, and p, the probability of success in each trial. In this case, n = 500 and p = 0.45.
The probability that exactly x people favor the voucher idea is given by the binomial formula:
P(x) = (n choose x) * p^x * (1-p)^(n-x)
where (n choose x) = n! / (x! * (n-x)!)
To find the probability that 40-60% are in favor, we need to sum up the probabilities for x = 200, 201, …, 300, since these values correspond to 40-60% of 500.
P(200) + P(201) + … + P(300) = 0.9545 (rounded to four decimal places)
We can use a calculator or a statistical software to compute this sum.
Alternatively, we can use the normal approximation to the binomial distribution, which is valid when n is large and p is not too close to 0 or 1. The normal approximation has a mean of np and a standard deviation of sqrt(np(1-p)). In this case, np = 500 * 0.45 = 225 and sqrt(np(1-p)) = sqrt(500 * 0.45 * 0.55) = 11.18.
To find the probability that 40-60% are in favor, we need to find the area under the normal curve between 200 and 300. To do this, we need to convert these values to z-scores using the formula:
z = (x - np) / sqrt(np(1-p))
The z-scores for 200 and 300 are:
z(200) = (200 - 225) / 11.18 = -2.24
z(300) = (300 - 225) / 11.18 = 6.71
Using a standard normal table or a calculator, we can find the area under the curve between these z-scores:
P(-2.24 < z < 6.71) = P(z < 6.71) - P(z < -2.24) = 1 - 0.0127 = 0.9873
This is an approximation of the exact binomial probability, which is slightly lower at 0.9545.
Hope this helps, and have a great day! =)
y(2.5+7)+y-2
10.5y-2
which statement best explains why the expressions are equivalent
a the expressions have the same value for any value of y
b the expressions have the same value for only whole number values of y
c the expressions have the same value only when y is an odd number.
d the expressions have the same value only when y is an even number.
Using the equivalence concept, it is found that the correct option is given by:
a the expressions have the same value for any value of y.
What are equivalent expressions?Two expressions are said to be equivalent if for the same input, they have the same value.
In the expressions given in this problem, the input is y, hence they have the same value for any value of y, which means that option A is correct.
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A jet travels 490 miles in 5 hours. At this rate, how far could the jet fly in 12 hours? What is the rate of speed of the jet?
Answer: 1,176 miles
Step-by-step explanation:
490 / 5 = 98 miles
98 mph X 12 hours is 1,176
The graph of f(x) is shown below of g(x) and f(x) are inverse functions, which graph represents g(x)
Answer:
It's B
Step-by-step explanation:
Given that we have the graph of f(x), we want to see which one is the graph of its inverse. i just had that question and i got a 100 on it