Can you help me, I really don’t understand

The probability of vowel or letter D is determined as 4/9.

The probability of vowel or letter D is calculated by applying the formula for probability of an event as follows;

Mathematically, the formula for probability is given as;

P (E) = number of outcomes in event E / total number of outcomes in sample space

If the lucky wheel is divided into 9 sectors of equal size lettered A through I, the number of outcomes include the following;

number of outcomes = A, B, C, D, E, F, G, H, I

vowels in the outcome = A, E, I

letter D in the outcome = D

number of outcomes = {A, E, I} or {D}

P(vowel or D) = 3/9 or 1/9

P(vowel or D) = 3/9 + 1/9

P(vowel or D) = 1/3 + 1/9

P(vowel or D) = 4/9

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By simplificatiοn, the quadratic equatiοn in standard fοrm is f(x) = 3x² - 54x + 99

A quadratic equatiοn is a secοnd-degree pοlynοmial equatiοn οf the fοrm: ax² + bx + c = 0 where a, b, and c are cοnstants, and x is the variable. Quadratic equatiοns can have οne, twο, οr zerο real sοlutiοns, depending οn the values οf the cοnstants a, b, and c.

Tο rewrite a quadratic equatiοn in standard fοrm, we need tο expand the squared term and simplify the expressiοn sο that it is in the fοrm οf f(x) = ax² + bx + c where a, b, and c are cοnstants.

Starting with:

f(x) = 3(x-9)² - 144

We can expand the squared term using the fοrmula:

(a - b)² = a² - 2ab + b²

Sο:

f(x) = 3(x² - 18x + 81) - 144

f(x) = 3x² - 54x + 243 - 144

f(x) = 3x² - 54x + 99

Therefοre, the quadratic equatiοn in standard fοrm is:

f(x) = 3x² - 54x + 99

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Answer:

A:0.11     B:I can't a diagram in here

Answer:

36 3/4

Step-by-step explanation:

12 1/4 + 12 1/4 + 12 1/4 = 36 3/4 :)

Answer:

36 3/4

Step-by-step explanation:

12 1/4 + 12 1/4 + 12 1/4 = 36 3/4 :)

Elementary and middle school groups typically run for 6 to 8 weeks, depending on administrator and teacher support for allowing students to miss class for the group sessions.

Elementary education,  can as well be described as the  primary education, which is the first stage of education that is followed in the traditional  formal education,  children at  about age 5 to 7 are those that are usually found in the elementary seetings of school.

Its should be noted that Elementary and middle school groups typically run for 6 to 8 weeks, depending on administrator .

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Answer:

c.  

brainliest please? <3

Step-by-step explanation:

Let other be x

Using angle sum property

\(\\ \rm\Rrightarrow x+7+90=180\)

\(\\ \rm\Rrightarrow x+97=180\)

\(\\ \rm\Rrightarrow x=180-97\)

\(\\ \rm\Rrightarrow x=83°\)

where is the roller coaster

Answer:

116

Step-by-step explanation:

5:4:9

? :?:261

261 x 4 all divided by 9 = 116

Update me whether it's right or wrong!

Answer:

bobo ka ba

Step-by-step explanation:

name!https://youtu.be/vA3qDEMnB5k

The greenhouse effect is a natural process that occurs on Earth, where certain gases in the atmosphere, known as greenhouse gases, trap heat from the sun.

This trapped heat warms the planet's surface, making it habitable for life. Greenhouse gases include water vapor, carbon dioxide, methane, and nitrous oxide, among others. They function like a blanket around the Earth, allowing sunlight to enter but preventing some of the heat from escaping back into space.
The greenhouse effect is essential for maintaining Earth's temperature at a level that supports life. However, human activities such as burning fossil fuels, deforestation, and industrial processes have increased the concentration of greenhouse gases in the atmosphere, leading to a more intense greenhouse effect. This enhanced greenhouse effect is causing global temperatures to rise, resulting in climate change and various negative impacts on ecosystems and human societies.
In summary, the greenhouse effect is a natural process that helps regulate Earth's temperature, making it suitable for life. It becomes a concern when human activities increase greenhouse gas concentrations, leading to an enhanced greenhouse effect and climate change.

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Using the central angle theorem, we can find the arm length of BD to be 118units.

Option C is correct.

The angle that an arc occupies at the centre of a circle is twice as large as the angle it occupies anywhere else around the circle's circumference, according to the central angle measure theorem.

Here in the question,

Length of the arc AC = 59.

As we can see that there is a quadrilateral inscribed inside the circle.

Arc AC = 1/2 arc BD

⇒ arc BD = 2 × arc length AC

⇒ arc BD = 2 × 59

⇒ arc BD = 118.

Therefore, the length of the arc BD = 118 units.

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Using the central angle theorem, we can find the arm length of BD to be 118units.

Option C is correct.

The angle that an arc occupies at the centre of a circle is twice as large as the angle it occupies anywhere else around the circle's circumference, according to the central angle measure theorem.

Here in the question,

Length of the arc AC = 59.

As we can see that there is a quadrilateral inscribed inside the circle.

Arc AC = 1/2 arc BD

⇒ arc BD = 2 × arc length AC

⇒ arc BD = 2 × 59

⇒ arc BD = 118.

Therefore, the length of the arc BD = 118 units.

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A.  Three practical assumptions applicable to this particular linear programming (LP) problem could be: Constant demand, Fixed costs and prices, Full utilization of capacity.

B. LP Model: Decision Variables, Objective Function, Constraints.

C. set up the LP model in Excel and run Solver to obtain the answer and sensitivity reports.

D. it would not be feasible to deploy buses to Malacca.

E. The revenue would decrease due to the lower number of passengers, while the cost may remain relatively fixed (assuming the breakdowns do not incur additional repair costs).

(a) Three practical assumptions applicable to this particular linear programming (LP) problem could be: Constant demand, Fixed costs and prices, Full utilization of capacity.

Constant demand: The LP model assumes that the demand for Merlion's point-to-point coach services remains constant throughout the planning period. This means that the number of passengers traveling between Singapore and Malaysia is assumed to be consistent.

Fixed costs and prices: The LP model assumes that the costs associated with operating the buses, such as fuel, maintenance, and driver salaries, remain fixed. It also assumes that the ticket prices charged to passengers are constant and do not change based on factors like demand or competition.

Full utilization of capacity: The LP model assumes that all available seats on each bus will be filled by passengers. It does not account for scenarios where there might be empty seats due to insufficient demand or other factors.

(b) LP Model: Decision Variables, Objective Function, Constraints.

Decision Variables:

Let X i represent the number of buses deployed to city i, where i can take values 1 to n (n being the total number of cities in Malaysia).

Objective Function:

Maximize daily profit:

Maximize Profit = ∑(Revenue - Cost)

Constraints:

Capacity constraint for each city:

∑(X i * Seats per Bus) ≤ Total Available Seats

Demand constraint for each city:

X i ≥ Minimum Demand i

Non-negativity constraint:

X i ≥ 0 for all i

(c) Solution using Excel Solver:

Please provide the following information:

Total available seats

Seats per bus

Minimum demand for each city

Revenue and cost data

With the given input, I can help you set up the LP model in Excel and run Solver to obtain the answer and sensitivity reports.

(d) To determine the profit per passenger required for buses to be deployed to Malacca, we need to consider the revenue and cost associated with each passenger. Let's assume the revenue per passenger is R and the cost per passenger is C.

The profit per passenger can be calculated as follows:

Profit per Passenger = Revenue per Passenger - Cost per Passenger

To deploy buses to Malacca, the profit per passenger should be at least equal to zero or positive. If the profit per passenger is negative, it means that the cost per passenger is higher than the revenue per passenger, resulting in a loss for each passenger. In such a case, it would not be feasible to deploy buses to Malacca.

(e) If two buses were to break down on a given day, it would impact Merlion's profit because there would be a reduction in the number of available buses to transport passengers. This could result in a lower revenue as fewer passengers can be accommodated.

To analyze the impact on profit, you would need to consider the revenue and cost implications of operating with reduced capacity. The revenue would decrease due to the lower number of passengers, while the cost may remain relatively fixed (assuming the breakdowns do not incur additional repair costs).

By estimating the revenue and cost changes based on the reduced capacity, you can compare the new profit with the original profit to determine the impact.

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The value of z-score for James is 0.2

Step-by-step explanation:

From the formula of z-score we know that

z-score = individual score - mean / standard deviation

Given

James score = 40

Mean = 38

Standard deviation = 10 (missing in question)

To find

z-score =?

Let's put the values in the formula

z-score = 40-38/ 10

z-score = 0.2

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Answer: D

Step-by-step explanation:

If you look at the quadratic formula, we see that b=5, a=5, and c=3.

So ax^2 + bx + c = 0 -> 5x^2 + 5x + 3 = 0

===========================================================

Explanation:

The only prime number of the list of values given is the value 13. This is because the only factors are 1 and 13. Something like 24 isn't prime because 2 is a factor.

The probability of rolling to get a prime number is 1/6 because there is one prime out of 6 total values listed.

The probability of spinning on "G" is also 1/6 because there is only one section labeled "G" out of 6 sections total.

Assuming both events are independent, we multiply the probabilities to get (1/6)*(1/6) = 1/36 which represents the probability of rolling a prime number and spinning on G.

Side note: 1/36 = 0.0278 = 2.78% approximately

The range of x are;

1. x < -30

2. x > 8

3. x > 15

4. x < -2

A relationship between two expressions or values that are not equal to each other is called 'inequality.

1. -130 > 50x +20

-130-20> 50x

-150 > 50x

-150/50 > x

-30 > x

x < -30

2. -8(x-3) < -40

-8x +24< -40

collect like terms

-8x < -64

x > -64/-8

x > 8

3. 2x - 22 > 8

collect like terms

2x > 30

divide both sides by 2

x > 30/2

x > 15

4. -35 < -5(x+9)

-35 < -5x -45

collect like terms

10 < -5x

-2 > x

x < -2

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The domain of a function are input values for which a function exists while the range of a function is the output values for which the given functions exists

The domain of a function are input values for which a function exists while the range of a function is the output values for which the given functions exist;

For example;

The domains are all the values of x for which the function exists. Since the function can exist for all real values, hence we say that the domain is on all real values.

The range are all the values of y for which the function exists. Since the function can exist for all real values, hence we say that the range is on all real values.

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Answer:

40 percent

Step-by-step explanation:

22/55 = 0.4

0.4 = 40%

check answer: 55 x 0.4 = 22

The percent error between the actual water quantity and the estimated water quantity for aquarium is 16.13%.

What is percent error?

The percent error is the distinction between the estimated value and the actual value in relation to the actual value. In other words, the relative error is multiplied by 100 to calculate the percent error.

Let x be percent error in the quantity of water for aquarium. The estimated quantity of water was 520 cubic feet and the actual quantity of water was needed 620 cubic feet. Then x can be determined  as:

\(x=\frac{Difference\;of\; water\; quantity}{Actual \;quantity\; of\; water} \times 100\)

   \(=\frac{ 620-520}{620} \times100\\\\=\frac{100}{620} \times 100\\\\=16.13 \%\)

Therefore, the percent error between the actual water quantity and the estimated water quantity for aquarium is 16.13%.

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Answer:

Step-by-step explanation:

5.

\(y-9=3(x-1)\\y -9 =3x-3\\y= 3x-3+9\\y = 3x+6\\\\Slope-intercept form = y=mx+b\\\\y = 3x+6\)

Answer:

3. C

Step-by-step explanation:

Point slope form shows you the slope and point on the graph, NOT Y INTERCEPT

Hope this helps

As always comment if i made a mistake here

Answer:

173.82cm²

Step-by-step explanation:

A=2(1+2)a2=2·(1+2)·62≈173.82338cm²

Answer: 173.82cm²

Step-by-step explanation:

Answer:

We have,

According to given figure.

PQ=PR(giventhat)

QS=SR(Bydefinationofmidpoint)

PS=PS(Commonline)

Then,

ΔSPQ≅ΔSPR   (BY congruency S.S.S.)

Hence, PS bisects ∠PQR by definition of angle bisector.

let's recall that a year has 12 months, thus 15 months is really 15/12 of a year.

\(~~~~~~ \textit{Simple Interest Earned} \\\\ I = Prt\qquad \begin{cases} I=\textit{interest earned}\\ P=\textit{original amount deposited}\dotfill & \$9800\\ r=rate\to 5\%\to \frac{5}{100}\dotfill &0.05\\ t=years\to \frac{15}{12}\dotfill &\frac{5}{4} \end{cases} \\\\\\ I = (9800)(0.05)(\frac{5}{4}) \implies I = 612.5\)

\(4x - 29 = 13 + 6 + 2x - 18 \\ 4x - 2x = 13 + 6 - 18 + 29 \\ 2x = 30 \\ x = \frac{30}{2} \\ x = 15\)

Answer:

Step-by-step explanation:

13 + 6 + 2x - 18 = 4x - 29

2x + 1 = 4x - 29

1 = 2x - 29

30 = 2x

15 = x

A unit vector parallel to Ā is (2i - 3j) / sqrt(13).

To find 2A - 3B, we need to multiply each component of A by 2 and each component of B by -3, and then subtract the resulting vectors.

Given that A = 5T - 12 and B = 61 - 8, we have:

2A = 2(5T - 12) = 10T - 24

3B = 3(61 - 8) = 183 - 24 = 159

Now we can subtract these vectors:

2A - 3B = (10T - 24) - (159)

= 10T - 183

Therefore, 2A - 3B simplifies to 10T - 183.

Given that A = 3i + 4j and B = 5i - 12j, we can subtract these vectors to find A - B:

A - B = (3i + 4j) - (5i - 12j)

= 3i + 4j - 5i + 12j

= -2i + 16j

Therefore, A - B simplifies to -2i + 16j.

Given that Ā = 2i - 3j and B = 5 + 7j, to find a unit vector parallel to Ā, we need to divide Ā by its magnitude.

Magnitude of Ā = sqrt((2)^2 + (-3)^2) = sqrt(4 + 9) = sqrt(13)

To find the unit vector parallel to Ā, we divide Ā by its magnitude:

Unit vector parallel to Ā = (2i - 3j) / sqrt(13)

Therefore, a unit vector parallel to Ā is (2i - 3j) / sqrt(13).

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Answer:

The possible range of the measure of the third side is 2 < 3rd side < 10

Step-by-step explanation:

In any triangle:

Let us solve the question

∵ The measures of the two sides of a triangle are 4 cm and 6 cm

∵ The difference between their measures = 6 - 4 = 2 cm

∵ The sum of their measures = 6 + 4 = 10 cm

→ By using the rules above

∴ The measure of the third side is between 2 and 10

∴ 2 < the third side < 10

∴ The possible range of the measure of the third side is 2 < 3rd side < 10

Answer:

Step-by-step explanation: If 2¹² = 1 K, then we know that 1 K is equal to 2¹², or:

1 K = 2¹²

To find out what 0.5 K is equal to, we can divide 1 K by 2, since 0.5 is half of 1. Therefore:

0.5 K = (1 K) / 2

Substituting 1 K with 2¹², we get:

0.5 K = (2¹²) / 2

Simplifying the expression on the right-hand side, we get:

0.5 K = 2¹¹

Therefore, 0.5 K is equal to 2¹¹.

Answer:  0.5 K is equal to 512.

Step-by-step explanation:

Since 2¹² = 1 K, we know that 1 K = 2¹². To find the value of 0.5 K, we can divide 1 K by 2:    1 K / 2 = 2¹¹

Therefore, 0.5 K = 2¹¹. Using the property of exponents, we can simplify this to:

0.5 K = 2¹² / 2 = 2¹¹

Hence, 0.5 K is equal to 512.