A bucket contains 10 balls numbered as follows: 1, 2, 2, 3, 3, 3, 3, 4,4,5.
What is the probability of drawing a ball with a number greater than 3?

Answer:150

Step-by-step explanation: 250/ x = 375/225 equals 150 yards

The water level drop in temperature per hour is 40 °C per hour

= 9.6 hours

Unit rate of decrease in temperature per hour = Hours between 10 P.M. and 7:36 A.M ÷ Total decrease in temperature

= 9.6 ÷ 6/25

= 9.6 × 25/6

= 240/6

= 40 °C per hour

Therefore, the water level drop in temperature per hour is 40 °C per hour.

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Answer:

The perimeter is 37 inches (3 ft. 1 in.)

Step-by-step explanation:

24 + 13 = 37

12 x 2 = 24

6.5 x 2 = 13

Answer:

18/25= 72%

Step-by-step explanation:

total writing utensils = 25

add red utensils ( 5 pencils + 9 markers) = 14 plus 4 markers = 18

18/25= 72%

The distance that a person with a height of 6 feet can see is given as follows:

10.5 feet.

To find the numeric value of a function or of an expression, we replace each instance of the variable in the function or in the expression by the value at which we want to find the numeric value.

The function for this problem is defined as follows:

d = 1.75h.

For the person with a height of 6 feet, the distance is obtained replacing the lone instance of h by 6, hence:

d = 1.75 x 6

d = 10.5 feet.

The problem asks for the distance that a person with a height of 6 feet can see.

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The value of the probability represented by P(Take the bus | Sophomore) is 0.83

Conditional probabilities are probabilities that only occurred because an event has already occurred i.e. they are dependent on the initial event

From the table of values in the question, we have the following parameters:

The required probability represented by P(Take the bus | Sophomore ) = [?] is then calculated as:

P(Take the bus | Sophomore) = Number of students that (Take the bus and Sophomore) divided by Number of students that are (Sophomore)

Substitute the known values in the above equation

P(Take the bus | Sophomore) = 25/(2 + 25 + 3)

Evaluate the sum in the denominator

P(Take the bus | Sophomore) = 25/30

Evaluate the above quotient

P(Take the bus | Sophomore) = 0.83

Hence, the value of the probability represented by P(Take the bus | Sophomore) is 0.83

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Answer:

Kindly check explanation

Step-by-step explanation:

Given that:

Cost function of banner advertisement:

C(n) = 0.30n + 5.00

n = average number of hits per hour

5 = flat rate

From the function, C(n), the cost per hit is the slope value of the function ; which is 0.30

1.) If the cost of pop-up advert will double the cost per hit, the cost function for pop-up advert will be :

D(n) = 2(0.30n) + 5

D(n) = 0.60n + 5.00

B.) This change in cost per hit has resulted in change in slope which is defined as :

[Rise / run = vertical change / horizontal change].

Hence, both vertical and horizontal change has occurred.

Answer:

2 x 5 x 5 x 5 x 5

Step-by-step explanation:

Since it is stated 2 times  5 to the power of 4, then we would write it out as:

2 x 5 x 5 x 5 x 5

Step-by-step explanation:

- Since we go by PEMDAS (please excuse my dear aunt sally, or parenthesis, exponent, multiplication, division, addition, and subtraction) and there are no parenthesis, we see there is an exponent in this equation

To solve for an exponent multiply a number however many times the exponent tells you to... In this case 5^4 would be the same as:

5 x 5 x 5 x 5, which is equal to 625.

- From there, multiply 625 x 2 to get 1250 because Multiplication comes next in Order of Operations/PEMDAS

Answer:

UMMMM Wait IM sorry What grade are you in? I'm in fifth.

Step-by-step explanation:

To complete the table and find the derivative of the function y = (9x^(3/2))/x without using the quotient rule, we'll rewrite, differentiate, and simplify the function and get dy/dx =  27/2x^(1/2) - 9x^(1/2) .

Step 1: Rewrite the function
y = 9x^(3/2) * x^(-1) (multiply the x term in the denominator by -1 to rewrite the division as multiplication)
Step 2: Differentiate the function using the power rule (dy/dx = nx^(n-1))
dy/dx = 9(3/2)x^(3/2 - 1) - 9x^(3/2 - 1)
Step 3: Simplify the expression
dy/dx = 27/2x^(1/2) - 9x^(1/2)

Your answer: To find the derivative of the function y = (9x^(3/2))/x without using the quotient rule, we rewrote the function, differentiated it, and simplified the result to obtain the derivative dy/dx = 27/2x^(1/2) - 9x^(1/2).

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Answer:

Step-by-step explanation:

Area of trapezoid:

\( \frac{1}{2} \times \: sum \: of \: parallel \: sides \: \times height\)

plugging the values:

\( \frac{1}{2} \times (21 + 5) \times 2\)

Calculate the sum

\( \frac{1}{2} \times 26 \times 2\)

Reduce the numbers with G.C.F 2

\(13 \times 2\)

Calculate the product

\(26\) feet squared.

Hope this helps...

Best regards!

9) Vertically opposite angles

10) Supplementary angles

11) Vertical angles

12) Linear pair angles

13 Supplementary

14.vertically

9) The given angles, a and b are formed on the opposite side of the intersection of two lines.

Therefore, the relationship between angles a and b is; a and b are vertically opposite angles.

Vertical angles are angles formed by two lines when they cross, and they are located on opposite relative to each other

10) The given angles are located on the same line and together form a straight line, therefore, they are linear pair angles

Linear pair angles are supplementary, therefore;

The relationship between angles a and b is that they are supplementary angles.

11) Angles b and the 79° angle are vertically opposite angles

From vertical angles theorem, angles that are vertically opposite angles are always congruent.

Therefore;

‹b is congruent to the 79° angle, which gives;

\( \angle b = 79^{\circ} \)

12) Angles b and the 49° angle are linear pair angles

linear pair angles are supplementary, therefore;

b + 49° = 180°

b = 180° - 49° = 121°

b = 121°

13) The 2•x angle and the 64° angle are supplementary angles, therefore;

2•x + 64° = 180°

2•x = 180° - 64° = 116°

x = 116°/2 = 58°

x = 58°

14) The (1 + 2•x)° and the 73° angles are vertically opposite angles, therefore;

(1 + 2•x)° = 73°

(2•x)° = (73 - 1)° = 72°

x = 72°/2 = 36°

x = 36°

15) (x + 2)° and 134° are linear pair angles, therefore;

(x + 2)° + 134° = 180°

(x + 2)° = 180° - 134° = 46°

x = 46° - 2° = 44°

x = 44°

16) 61° and (1 + 3•x)° are vertically opposite angles, therefore;

61° = (1 + 3•x)°

3•x° = (61 - 1)° = 62°

x = 62°/3 = 21°

x = 21°

17) The given angles are complementary angles, therefore;

6•x + 1 + 2•x + 1 = 8•x + 2 = 90°

8•x + 2 = 90°

8•x = 90° - 2

x = 88°

18) The given angles are complementary angles, therefore;

4•x + 3 + 35 = 90°

4•x = 90°- 38° = 52°

4•x

Therefore;

x = 52°/4 = 13°

x = 13°

Each of the pairs of the opposite angles made by two intersecting lines are called vertical angles. The value of x is 110 more than the value of y.

Each of the pairs of the opposite angles made by two intersecting lines are called vertical angles.

The ∠AOB and ∠COD will be equal to each other because the two angle are vertically opposite angles. Therefore, we can write,

∠COD = ∠AOB

x + 2y = 50

x = 50 - 2y

Since angle ∠BOC and ∠COD are on the same line, the sum of this two angle will be equal to 180°. Therefore,

∠BOC + ∠COD = 180°

x - 2y + x + 2y = 180

2x = 180°

x = 90°

Substitue the value of x,

x + 2y = 50

90 + 2y = 50

2y = -40

y = -20

The difference in the value of x and y is,

Difference = 90 - (-20) = 110

Hence, the value of x is 110 more than the value of y.

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Answer:

4x+8 =5

Step-by-step explanation:

sum = +

times = Multiply

is = =

4*x +8 = 5

Answer:

4x+8=5

Step-by-step explanation:

Let's assume the number is x

Four times x plus 8 is 5

4x+8=5

***Optional

If you need to solve it...

4x+8=5

4x=-3

x= - \(\frac{3}{4}\)

Hope this helps! :D

Answer:She incorrectly factored out the value of a.

Step-by-step explanation:

In solving a quadratic equation by completing the square method, the value a is not factored out. Rather, the steps involved are:

Divide through all the terms by a

Move the term c/a to the right had side

Complete the square on both sides using the value of b/2

Obtain the values of x

Answer: B. She subtracted the wrong value to maintain balance after completing the square.

Answer:

9

Step-by-step explanation:

Answer: 9

Step-by-step explanation: calculator

Answer: 80%

Step-by-step explanation:

100% chance is normally the most so 100 is our whole. 100-20=80. That being the % makes 80% as the answer. Hope i helped!

The height of the drop can be increased by stacking tables, and we can then observe the effect on the pennies' trajectory.

To increase the height from which the pennies are dropped, we can stack two tables. To do this, first, place one of the tables on a level surface. Then, move the other table so that it is parallel to the first table, and place it on top. Make sure that the two tables are securely stacked and do not wobble. Then, use a ruler to measure the height of the two tables combined. This will give us the new height from which the pennies will be dropped. After that, drop the pennies from the new height and observe their trajectory. We can then compare the trajectory of the pennies when dropped from the increased height with the trajectory when dropped from the original height. This will allow us to determine the effect of the increased height on the pennies' trajectory.

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Answer:

The slope is -2 !!

Answer:

It has no slope

Step-by-step explanation:

It has no slope.  Slope equations are in the form y=mx + b.  The "m" is the slope and the "b" is the y-intercept (the y-intercept is the point on the y-axis that the line goes through.). So since your equation is y=-4,  there is not slope given, only the y-intercept which means it is a flat line that goes through -4 on the y-axis.  I hope that helped.

Answer:

3^1

Step-by-step explanation:

3^-5 * 3^6

When multiplying exponents with the same base, we can add the exponents

3^ ( -5+6)

3^1

Answer:

parallel

Step-by-step explanation:

as you can see in the image, the lines are parallel. Since both lines have the same slope, just a different y-intercept, they're parallel.

Instead of using a t-test, alternative statistical tests can be employed when the null hypothesis makes specific claims about the data. These tests are chosen based on the type of data and the specific hypothesis being tested.

When the null hypothesis makes claims about the data that go beyond a simple comparison of means, using a t-test may not be appropriate. Alternative statistical tests can be used in such situations to address specific hypotheses.

For example, if the null hypothesis involves comparing proportions, a chi-square test or Fisher's exact test can be used. These tests are suitable for analyzing categorical data and determining if there is a significant difference between observed and expected frequencies.

Similarly, if the null hypothesis involves comparing means across more than two groups, analysis of variance (ANOVA) or its non-parametric counterpart, the Kruskal-Wallis test, can be employed. These tests allow for the comparison of means across multiple groups and can provide valuable information about the overall differences between groups.

The selection of an appropriate test depends on various factors. The nature of the variables being analyzed, such as categorical or continuous, influences the choice of test. Sample size also plays a role, as some tests require larger sample sizes to yield accurate results. Additionally, each test has certain assumptions associated with it, and researchers need to ensure these assumptions are met before applying the test.

By using alternative tests that are suitable for the specific hypotheses being tested, researchers can gain a deeper understanding of their data. This approach allows for more accurate statistical inferences and can provide valuable insights into the relationships and differences present in the dataset.

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Average acceleration is defined as

\(a_{\rm ave} = \dfrac{\Delta v}{\Delta t}\)

Instantaneous acceleration is obtained by letting \(\Delta t\to0\).

\(a = \displaystyle \lim_{\Delta t \to 0} \frac{\Delta v}{\Delta t}\)

As velocity is a function \(v(t)\) of time \(t\), we have for some time interval \(\Delta t\),

\(\Delta v = v(t+\Delta t) - v(t)\)

so that

\(a = \displaystyle \lim_{\Delta t \to 0} \frac{v(t+\Delta t) - v(t)}{\Delta t}\)

and the right side is exactly the derivative of \(v(t)\).

Speed of Nil = 30 miles per hour

Speed of Ethan = 20 miles per hour

Let the time it took Ethan to reach the beach = x hour

The time it took Nil to reach the beach = (x - 0.5) hour

In order to calculate the distance between their home and beach, we use the distance formula in relation to speed and time

Distance travelled by Nil:

Distance travelled by Ethan:

Since the distance travelled by both Nil and Ethan is the same,

Hence,

So,

The time it took Ethan to reach the beach is 1.5 hour. and the time it took Nil to reach the beach is (1.5 - 0.5) hour which is 1 hour.

Here is a diagram of the points described:

(2,3)      (2, -3)

  |             |

  |             |

  c----------d

Based on the given points, let's consider the following:

Point A: A (2, 3)

Point B: B (2, -3)

Points A and B have the same x-coordinate, indicating that they lie on a vertical line. The y-coordinate of A is greater than the y-coordinate of B, suggesting that A is located above B on the y-axis.

Now, you mentioned that points C and D are collinear. Collinear points lie on the same line. Assuming that points C and D lie on the same vertical line as A and B, but at different positions.

The points A (2,3) and B (2, -3) are collinear, but the points A, B, C, D, and F are not. This is because the points A and B have the same x-coordinate, so they lie on the same vertical line. The points C and D also have the same x-coordinate, so they lie on the same vertical line. However, the point F does not have the same x-coordinate as any of the other points, so it does not lie on the same vertical line as any of them.

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Answer:

The slope is 3, the y- intercept is -2, and the equation is y= 3x - 2

Answer:

\( \Large \pink{\tt \dfrac{i dunno}{..}}\)

The linear differential operator is D - 3.

To find a linear differential operator that annihilates the given function (3 - e^{x})^2, we can use the fact that the differential operator D is defined as D = d/dx, where d/dx represents the derivative with respect to x.

Let's begin by expanding the given function: (3 - e^x)^2 = 9 - 6e^x + (e^x)^2 = 9 - 6e^x + e^{(2x)}.

Now, we need to find a linear differential operator that will make the function become zero. To do this, we need to find the derivative of the function and adjust it accordingly.

First, let's find the derivative of the given function:
  D[(3 - e^x)^2]

= D[9 - 6e^x + e^{(2x)}]

= -6e^x + 2e^{(2x)}.

Since the original function is equal to zero, we can set the derivative equal to zero as well:
-6e^x + 2e^{(2x)} = 0.

Next, we can factor out common terms to simplify the equation:
-2e^x (3 - e^x) = 0.

Now, we can see that the factor (3 - e^x) will be the linear differential operator that annihilates the given function. So, the linear differential operator is D - 3.

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Answer:

\(a = l \times w \\a=(9.6x + 7) \times 2.5 \\ a = ( \frac{48}{5} x + 7) \times \frac{5}{2} \\ a = \frac{121}{10} x + \frac{35}{2} \\ a = 12.1x + 17.5 \: \: units ^{2} \)

Step-by-step explanation:

hopefully this makes sense

:)