Alicia works out 7.5+4.8 in her head

The relative frequency of the dice landing on a six is 0.74 or 74%.

1. Given that a dice is rolled 50 times and it lands on six 37 times.

2. Use the formula for relative frequency: Relative Frequency = (Number of times the dice lands on a six) ÷ (Total number of times the dice is rolled).

3. Substitute the values into the formula: Relative Frequency of dice landing on six = 37/50 = 0.74 or 74%.

Conclusion: In summary, when a dice is rolled 50 times and it lands on six 37 times, the relative frequency of the dice landing on a six is calculated to be 0.74 or 74%.

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Answer:

c.y=x^2

Step-by-step explanation:

Answer:

Step-by-step explanation:

Answer:

\( \frac{5}{10} \times \frac{2}{1} = \frac{10}{10} = 1\)

\( \frac{1}{10} \times \frac{8}{3} = \frac{8}{30} = \frac{4}{15} \)

\( \frac{2}{6} \times \frac{12}{6} = \frac{24}{36} = \frac{2}{3} \)

\( \frac{1}{4} \times \frac{1}{3} = \frac{1}{12} \)

\( \frac{1}{5} \times \frac{1}{1} = \frac{1}{5} \)

Answer:

320 adults and 120 children

Step-by-step explanation:

First set up two sets of equations. One will equal the total amount of money sold and the other will equal the total amount of tickets sold.

5a + 2.5c = 1900 where a is the # of adult tickets sold and c is the # of children tickets sold

a + c = 440

Now solve for either a or c in the second equation. I chose to solve for a. a=440-c

Use that to substitue into the other equation.

5 (440-c) +2.5c = 1900

2200-5c +2.5c = 1900

-5c+2.5c = -300

-2.5c=-300

c=120

Now plug 120 into the equation a+c=440 and solve for a

Answer:

If m<AOC = 49°, m<BOC = 2x°+10°, and m<AOB = 4x°–15° find the degree measure of BOC and AOB.

mBOC = 18°; mAOB = 31°

mBOC = 28°; mAOB = 21°

mBOC = 21°; mAOB = 28°

mBOC = 31°; mAOB = 18°

Step-by-step explanation:

The value of the unknown variable [x] is 4.

Given is that -

m ∠AOC = 19 degrees

m ∠BOC = (2x+10) degrees

m ∠AOB = (4x - 15) degrees

It can be written from the image as -

m ∠AOC = m ∠AOB + m ∠AOC

19 = (2x + 10) + (4x - 15)

6x - 5 = 19

6x = 19 + 5

6x = 24

x = 4

Therefore, the value of the unknown variable [x] is 4.

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Answer:

r = 7

Step-by-step explanation:

27 - 20 = 7

Answer:

x=-9

y=4

Step-by-step explanation:

x + 3y = 3

x - 5y = -29

Multiply the second equation by -1

-x + 5y = 29

Add the two equations together to eliminate x

x + 3y = 3

-x + 5y = 29

---------------------

0x +8y = 32

Divide each side by 8

8y/8 = 32/8

y = 4

Now solve for x

x+3y =3

x+3(4) = 3

x+12 = 3

Subtract 12 from each side

x+12-12 = 3-12

x = -9

Answer:

Answer: d + n = 22 and 0.1 d + 0.05n = 1.9 Step-by-step explanation: Let d be the number of dimes and n the number of nickels. Total dimes = 22 Therefore, d + n = 22 1 dime = 10 cents = 0.1 1 nickel = 5 cents = 0.05 Value of 22 dimes = $ 1.90 So , 0.1d + 0.05n = 1.9 Therefore, d + n 22 and 0.1d + 0.05n = 1.9 models the given% D% 3D situation. Leave a comment Send It might interest you

Answer:

B. d + n = 22 and 0.1 d + 0.05n = 1.9

Step-by-step explanation:

answer:

true

Step-by-step explanation:

'every rational number is an integer is false'.

Every integer is a rational number, but not every rational number is an integer

Answer:

----------------------

"Every rational number is not an integer" - it means integers are not rational numbers.

We know it is incorrect, hence the statement is FALSE.

Answer

x-19=27

Step-by-step explanation:

Answer: Here are the matches:

Domain of (0, ∞): vertical shift of f(x) to the right by 3 units, so j(x) = f(x + 3).

X-intercept of (-2, 0): horizontal shift of f(x) to the left by 3 units, then reflection across the y-axis, so g(x) = -f(x - 3).

Vertical asymptote of x = 3: vertical stretch by a factor of 3, then vertical shift downward by 3 units, so h(x) = 3f(x) - 3.

Range of (-3, ∞): vertical stretch by a factor of 3, then vertical shift downward by 3 units, so h(x) = 3f(x) - 3.

Step-by-step explanation:

Transformation of function f with a feature of the transformed function are,

⇒ g (x) = - f(x-3) is vertical asymptote of x=3

⇒ j (x) = f(x+3) is x-intercept of (-2,0)

⇒ h (x) = 3f(x) - 3 is domain of (0, ∞)

A relation is a function if it has only One y-value for each x-value.

An asymptote is a line that the graph of a function approaches as either x or y go to positive or negative infinity.

There are three types of asymptotes: vertical, horizontal and oblique

Given function is;

⇒ f(x) = log x

Hence, we get;

g(x) = -f(x+3)= - log(x+3)

g(x) =-f(x-3) is vertical asymptote of x = 3.

j (x) = f(x+3) = log (x+3)

Then, j(x) = f(x+3) is x-intercept of (-2,0)

Domain: As (0,∞),{x | x>0}

h(x) = 3f(x)-3 is domain of (0, ∞)

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When the area in square units of an expanding circle is increasing twice as fast as its radius in linear units, the radius is E. Pi.

The area of a circle is given by the formula A = π\(r^2\), where A is the area and r is the radius. If the area of the circle is increasing twice as fast as its radius, we can express this relationship as:

dA/dt = 2(dr/dt)

Here, dA/dt represents the rate of change of the area with respect to time, and dr/dt represents the rate of change of the radius with respect to time.

Since we are considering an expanding circle, both dA/dt and dr/dt are positive.

Now, let's solve for the relationship between dA/dt and dr/dt:

dA/dt = 2(dr/dt)

π\(r^2\) = 2(dr/dt)

Dividing both sides by \(r^2\):

π = 2(dr/dt) / \(r^2\)

Simplifying further:

π = 2(dr/dt) / \(r^2\)

π = 2/r

Therefore, the relationship between the rate of change of the area and the rate of change of the radius is π = 2/r.

To find the value of r, we rearrange the equation:

r = 2/π

Thus, the radius is 2/π, which is approximately 0.6366.

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if you have a graphing calculator (i use a website called desmos) put in x < 3. i attached a photo of what the graph should look like. the shaded area is where the solutions are. since the shaded area ends with a dotted line, points on that dotted line are not part of the solution.

i hope this helps! sorry i couldn't give a more descriptive explanation... it's pretty much all in the picture lol. have a lovely day! <3

Answer:

getting points since this is an old question tehe

The speed that an aeroplane is intended to fly at is called its maximum operating speed (VA). With elevations of 12, 15, and 18 degrees, the lift and G-force grow.

 Speed.

It is the rate at which a displacement adapts to its surroundings. A body's speed is a scalar quantity since it is directionless. It is also the rate at which displacement in relation to the environment is shifting in a particular direction.

Here,

The maximum operational speed of an aeroplane is the speed at which it is designed to fly (VA). Elevations of 12, 15, and 18 degrees result in increasing lift and G-force.

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The Chi-square test is a statistical test used to determine if there is a significant difference between observed and expected frequencies in categorical data. In this example, the test is used to assess whether there is a significant difference in the mean breaking strengths of two types of cables.

The Chi-square test of significance is employed when dealing with categorical or nominal data. It compares the observed frequencies with the frequencies that would be expected if the variables were independent. In this case, the breaking strengths of the two cables are the variables of interest.

To perform the test, the first step is to define the null hypothesis (H0) and the alternative hypothesis (Ha). In this example, H0 assumes that there is no difference in the mean breaking strengths of the two cables, while Ha suggests that there is a difference.

Next, the test statistic, denoted by X2 (chi-square), is calculated using the formula X2 = Σ[(O - E)²/E], where O represents the observed frequencies and E represents the expected frequencies under the assumption of independence.

To determine the expected frequencies, we need to estimate the means and variances of the breaking strengths. Here, x = 1925 and sigma = 40 for the first cable, and x = 1905 and sigma = 30 for the second cable.

Once the test statistic is calculated, it is compared to a critical value from the Chi-square distribution with degrees of freedom equal to (r - 1)(c - 1), where r is the number of rows and c is the number of columns in the contingency table. The significance level of 0.01 determines the critical value.

If the calculated X2 value is greater than the critical value, we reject the null hypothesis and conclude that there is sufficient evidence to indicate a difference in the mean breaking strengths of the two cables. Conversely, if the calculated X2 value is less than or equal to the critical value, we fail to reject the null hypothesis and conclude that there is no significant difference.

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Answer:

fist one is 36 and the second one is 238

Step-by-step explanation:

to find volume multiple length times width times height though in this case you only need to multiple two numbers to get the answer

Answer:

302,820

Step-by-step explanation:

(4 x 103) x (7 x 105)

412 x 735

302,820

In research studies, an extraneous variable refers to a variable other than the independent variable that seems to have influenced the dependent variable.

These variables are sometimes also called "confounding variables" as they can create confusion or distortion in the relationship between the independent and dependent variables.

Extraneous variables can arise due to various factors such as measurement errors, participant characteristics, or environmental conditions. They have the potential to introduce bias and obscure the true effect of the independent variable on the dependent variable. To ensure accurate and valid results, researchers need to identify and control for these extraneous variables.

One common approach is to use statistical techniques such as regression analysis to account for the effects of extraneous variables by including them as covariates in the analysis. By doing so, researchers can isolate the specific impact of the independent variable on the dependent variable, while holding constant the influence of extraneous variables.

Overall, recognizing and managing extraneous variables is crucial in research to establish a clear cause-and-effect relationship between the independent and dependent variables and enhance the internal validity of the study.

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Answer:

B

Step-by-step explanation:

X = 3

Y= 5

The break-even point is the point where the profit and the loss are the same (equal). To calculate it, we have the following formula:

where "Price" denotes the value estimate (per unit) by the company. In this case, such a value is $50. And "Variable costs" denotes the variable cost per table; in this case, it's $22. Then,

Now, note that the obtained number of sales is not an entire number. In such cases, we choose the next integer (for we prefer no loss); in this particular case, it's 465.

The total sales the company needs to break even are 465.

Chase and Simon (1973) conducted a study on the memory of chess novices and experts for positions of chess pieces on a chessboard. They found that although experts generally have a better memory for chess positions than novices, novices performed equally or even better than experts when asked to recall random arrangements of chess pieces on the chessboard, even if the arrangements couldn't occur in a real game of chess.

One possible explanation for this phenomenon is that experts rely heavily on their knowledge of typical chess positions and patterns to remember the positions of the pieces. However, when the pieces are arranged randomly, these patterns are disrupted, and experts may struggle to apply their existing knowledge effectively. On the other hand, novices may not have developed strong patterns or strategies yet, so they approach the task with a more flexible mindset and are less affected by the random arrangement. They may use more general memory strategies, such as chunking or grouping the pieces together, which can be useful for recalling random arrangements.
In summary, novices may perform as well as experts when the pieces are arranged randomly because they rely less on established patterns and can use more general memory strategies to recall the positions.

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Answer:

A,B,C,F

Step-by-step explanation:

The correct answer would be options (A), (B), (C), and (F)

(A) positive: (–2, 2)

(B) range: (–3, 4]

(C) domain: (–3, 3]

(F) increasing: (–3, –1)

The domain of the function includes all possible x values of a function, and the range includes all possible y values of the function.

The vertical span of the range is from y > -3 to y = 3. The interval for this is [(-3, 3].

The horizontal range, from x > -3 to x = +4, represents the domain. This is represented by the interval [(-3, 4].

The graph decreases to the right, it gets smaller. There is no mention of the endpoints. The x values are in the range (-1, 4).

The graph is increasing where it goes up to the right. The endpoints are generally not included. The x-values are in the interval (-3, -1).

The region of the graph that is above the x-axis is positive. The interval contains x. (-2, 2).

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The probability that neither roll is odd is 1/4.

When a pair of dice are rolled, each die can show an odd or even number, and there are a total of 36 possible outcomes (6 x 6) since each die has six possible outcomes.

There are 18 combinations of two dice that do not include an odd number (even-even), and so the probability of rolling an even number is 18/36  = 1/2.

Each die has the same probability of rolling an even or odd number, and so the probability of rolling an even number twice in a row (neither roll is odd) is

\((1/2)^2\) = 1/4.

Therefore, the probability of rolling a six-sided die twice in a row and not getting an odd number is 1/4 (25%).

Let E be the event of rolling an even number, and N be the event of rolling a number.

We need to find P(N'∩N')

i.e. the probability that the first roll is even and the second roll is even.

P(N') = 3/6P(N'∩N')

= P(N') * P(N')

= 3/6 x 3/6

= 9/36

= 1/4

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Step-by-step explanation:

When x=-3, then

Answer:

\( {x}^{2} - 5x - 8 \\ x = - 3 \\ {( - 3)}^{2} - 3 \times - 5 - 8 \\ 9 + 15 - 8 \\ 24 - 8 \\ = 16 \\ thank \: you\)

Answer:

3π/4

Step-by-step explanation:

The ATI Capstone Comprehensive Assessment evaluation normally comprises of multiple-choice questions, with 90 to 130 possible answers. Certain versions may also include extra alternative questions kinds, such as fill-in-the-blank or select-all-that-apply

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Answer: D.9100

Step-by-step explanation:

Answer:

The correct answer is $9,100

Step-by-step explanation:

dude I'm six grade and I think it's c

Answer:

0

Step-by-step explanation:

Slope = (y-y1)/(x-x1)

0