no link or bot please right answer

Answer: 5+7=2x

Step-by-step explanation:

In order to find the probability, start by finding the probability of selecting a red marble out of the jar,

then, do the same for selecting a green marble, however, remember that the first marble was not replaced, meaning that at this point there are 5 red marbles in the jar,

finally, multiply the probabilities,

Answer:

The probability of the event is 33/325.

A is either 45° or 135°.

To prove the given statement, let's assume that the points B and C lie on a coordinate plane, with the origin (0, 0) as the common vertex of the right angles at points B, C, and A. Let the coordinates of points B and C be (x₁, y₁) and (x₂, y₂) respectively.

Using the distance formula, we have:

AB² = x₁² + y₁²

AC² = x₂² + y₂²

According to the given equation, +b4+c4 = 20² (b²+c²), we can rewrite it as:

(x₁² + y₁²) + (x₂² + y₂²) = 20² [(x₁² + y₁²) + (x₂² + y₂²)]

Expanding and simplifying the equation, we get:

x₁² + y₁² + x₂² + y₂² = 20² (x₁² + y₁² + x₂² + y₂²)

This equation can be further simplified to:

(x₁² + y₁²) + (x₂² + y₂²) = (20² - 1) (x₁² + y₁² + x₂² + y₂²)

Since the left side represents the sum of the squares of the distances from the origin to points B and C, and the right side is a constant multiplied by the same sum, we can conclude that the points B and C must lie on a circle centered at the origin.

In a circle, the sum of angles subtended by two perpendicular chords at the center is either 180° or 360°. Since the given problem involves right angles, we consider the sum of angles to be 180°.

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Step-by-step explanation:

hope you understand. :)

Answer:

The question is not complete

The cost of the class would be $740 x 3 = $2220. If you were to work instead, at $10 per hour for 10 hours per week for 15 weeks, you would earn $1500. So, the net cost of the class would be $2220 - $1500 = $720.

In general, a college degree can lead to higher earning potential and greater career opportunities, so in most cases, it can be considered a worthwhile investment. However, the decision to take a particular class should be based on individual circumstances and goals. If the class is relevant to your future career aspirations and you can afford the cost, it may be a good investment. However, if the class is not directly related to your career goals, or you are not able to afford the cost, it may not be worth it.

1) In this triangular pyramid, we can see that there are some measurements. Let's enlist them:

Slant height: 14.866 yd

Height=14

height of the base: 8.66

length of the base side: 10 yd

2) So, let's find the area of that pyramid:

Note that we have used the base times height time 1/2 for the3 lateral triangle area the base triangle is an equilateral one.

Answer:

what do we know?

we know that a quarter is $0.25 and a nickel is $0.05

4x$.25 = $1

20x$0.05 = $1

and we have 84 coin

n = the number of nickels

q = the number of quarters

(1) n + q = 84 and

(2) 5*n + 25*q = 100*11.80 (always work in cents)

(3) 5*n + 25*q = 1180

Now substitute n from equation (1) into equation (3) and get

5*(84 - q) + 25*q = 1180

420 - 5*q + 25*q = 1180

20*q = 1180 - 420

20*q = 760

q = 38

Then using equation (1), plug in q

n + 38 = 84

n = 46

now check these values.

Is (.05*38 + .25*46 = 11.80)?

Is (2.30 + 9.50 = 11.80)?

Is (11.80 = 11.80)? Yes

Step-by-step explanation:

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Answer: 7 quarters and 19 nickels

Step-by-step explanation:

Answer:

1 yard=3 feet

Step-by-step explanation:

If it needs more, then 3 feet=36in.

Answer:

7.56

Step-by-step explanation:

Just multiply

20.16 times 0.375

7.56

Answer:

Hii

The answer is 7.56.

Step-by-step explanation:

you multiply the value outside of the bracket with the value inside of the bracket.

Answer:

The slope is 3/4

Step-by-step explanation:

To get the slope of a line you need to do rise over run. This means how many units you go up (rise), and how many you go to the side (run). In this problem you go 3 units up and 4 units right. so, the slope would be 3/4.

Results:

(i) The vector −→EX in terms of a and/or b, →X = 1/2 (10b →OB + 10a →OA)

(ii) The vector −−→XY in terms of a and/or b→XY = →Y - 1/2 (10b →OB + 10a →OA)

(i) We can use the midpoint formula, which states that the midpoint of a line segment is the average of the coordinates of its endpoints to express the vector −→EX in terms of a and/or b.

Since X is the midpoint of BC, we can express X as the average of the coordinates of B and C:

→X = 1/2 (→B + →C)

Since B is located at 10b units in the direction of vector →OB from O, and C is located at 10a units in the direction of vector →OA from O, we can express →B and →C in terms of a and b:

→B = 10b →OB

→C = 10a →OA

Substituting these values into the expression for →X, we get:

→X = 1/2 (10b →OB + 10a →OA)

(ii) To express the vector −→XY in terms of a and/or b, we can use the given ratio AB: BY = 3: 2.

Since AB is a vector from A to B, we can express it as →AB = →B - →A.

Substituting the expressions for →B and →A, we get:

→AB = 10b →OB - →OA

Since AB: BY = 3: 2, we can express BY as 2/3 of AB:

→BY = 2/3 (→AB)

Substituting the expression for →AB, we get:

→BY = 2/3 (10b →OB - →OA)

Finally, we can express →XY as the vector from Y to X, which is the opposite of →X to →Y:

→XY = →Y - →X

Substituting the expressions for →X and →Y, we get:

→XY = →Y - 1/2 (10b →OB + 10a →OA)

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Answer:

36 - x²

Step-by-step explanation:

(x-6)(-x-6) = (-1)(x-6)(x+6) = (-1)(x² - 36) = 36 - x²

this is based on the "well known" (a+b)(a-b) = a²-b²

The last one.

........

Given a rectangle of which its length is nine more than triple the width. The width is _10_inches. The length is 39 inches.

Let:

l = length of the rectangle

w = width of the rectangle

"The length of a rectangle is nine more than triple the width" can be translated as:

l = 9 + 3w

perimeter = 2 l + 2w

Substitute perimeter = 98 and  l =  9 + 3w into the perimeter equation:

98 = 2 x (9 + 3w) + 2w

98 = 18 + 8w

8w = 98 - 18

8w = 80

w = 80/8 = 10 inch.

Substitute w = 10 into the length equation:

l = 9 + 3w

l = 9 + 3 x 10

l = 9 + 30 = 39

Therefore the correct answer is:

The width is _10_inches. The length is 39 inches.

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Answer:

1, 2, 3, 6

Step-by-step explanation:

Factors are numbers that divide evenly into another number.

The equivalent fraction for the given fraction is 1/5.

Equivalent fractions are two or more fractions that are all equal even though they different numerators and denominators.

The given fraction is 3/15.

The equivalent fraction is 3/15 =1/5

Therefore, the equivalent fraction for the given fraction is 1/5.

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Answer:

S would now only be 3 units from R instead of 6 units from R.  Move S three units to the left.

Step-by-step explanation:

The logarithm expression can be simplified to:

In(6x^9)-In(x^2) =7·ln(6x)

There are some logarithm properties we can use here.

log(a) - log(b) = log(a/b)

log(a^n) = n*log(a)

(these obviously also apply to the natural logarithm)

Now let's look at our expression, it says that:

In(6x^9)-In(x^2)

Using the first rule, we can rewrite this as.

In(6x^9)-In(x^2) = ln(6x^9/x^2)

Now solving the quotient in the argument:

ln(6x^9/x^2) = ln(6x^7) = 7·ln(6x)

That is the expresison simplified.

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a) To find the number of students getting more than 45 marks, we count the students whose marks are greater than 45 in the given list.

In the given list, the students with marks greater than 45 are: 50, 49, 47, 48, 49, 48, 47, 49, 48, 50, 47, 49, 48, 46, 47, 48, 47.

Counting these numbers, we find that there are 17 students who obtained more than 45 marks.

b) To find the number of students getting less than 45 marks, we count the students whose marks are less than 45 in the given list.

In the given list, the students with marks less than 45 are: 44, 44, 42, 41, 41, 42, 41, 44, 44, 42, 45, 45, 45, 44, 45.

Counting these numbers, we find that there are 15 students who obtained less than 45 marks.

c) To find the maximum number of students getting the same marks, we look for the mark that appears most frequently in the given list.

In the given list, the marks obtained by the students are: 44, 50, 44, 49, 42, 47, 45, 42, 44, 48, 49, 48, 47, 49, 47, 41, 45, 48, 41, 48, 41, 42, 47, 49, 49, 48, 50, 47, 49, 48, 46, 44, 45, 45, 46, 44, 42, 47, 48, 45.

Counting the frequency of each mark, we find that the marks 47 and 48 appear most frequently, with a count of 6 each. Therefore, the maximum number of students getting the same marks is 6.

d) To find the average marks obtained by the students in the class, we sum up all the marks and divide by the total number of students.

Total marks = 44 + 50 + 44 + 49 + 42 + 47 + 45 + 42 + 44 + 48 + 49 + 48 + 47 + 49 + 47 + 41 + 45 + 48 + 41 + 48 + 41 + 42 + 47 + 49 + 49 + 48 + 50 + 47 + 49 + 48 + 46 + 44 + 45 + 45 + 46 + 44 + 42 + 47 + 48 + 45

           = 1912

Total number of students = 40

Average marks = Total marks / Total number of students

                 = 1912 / 40

                 = 47.8

Therefore, the average marks obtained by the students in the class is 47.8.

e) To find the number of students getting more than the average marks, we count the students whose marks are greater than 47.8.

In the given list, the students with marks greater than 47.8 are: 50, 50, 49, 48, 49, 48, 49, 48, 50, 49, 49, 48, 48, 50, 49, 49, 48, 48, 47, 49, 49, 48, 50, 47,

49, 49, 48, 50, 47, 49, 49, 48, 48, 49, 48, 47, 48, 49, 49, 48, 50, 49.

Counting these numbers, we find that there are 40 students who obtained more than the average marks.

After using the subtraction method 49 rose bushes the workers plant today.

What do mean by the subtraction method?
A method of estimating how long a psychological process will take by measuring how long it takes to react to an activity that involves the process in question and how long it takes to react to a task that doesn't, then subtracting the second from the first.

total rose bushes are 31

total bushes to be finished in the park, 80

rose bushes planted today =(80-31)

                                             =49

Hence, the rose bushes in the worker's plant today are 49

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When x is -3

\(3\left(-3\right)-7y=13\quad :\quad y=-\frac{22}{7}\quad \left(\mathrm{Decimal}:\quad y=-3.14285\dots \right)\)

When x is 0

\(3\cdot \:0-7y=13\quad :\quad y=-\frac{13}{7}\quad \left(\mathrm{Decimal}:\quad y=-1.85714\dots \right)\)

When x is 3

\(3\cdot \:3-7y=13\quad :\quad y=-\frac{4}{7}\quad \left(\mathrm{Decimal}:\quad y=-0.57142\dots \right)\)

Answer: It’s B

Step-by-step explanation:

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Answer:

(a) y intercept is approximately 4.3

(b) \(y = 1.5x+4.5\)

Step-by-step explanation:

Given

See attachment for graph

Solving (a) The y intercept

This is the point where \(x =0\)

From the attached graph; By observation

\(y \approx 4.3\) when \(x =0\)

So, the y intercept is approximately 4.3

Solving (b): The equation of best fit.

First, calculate the slope of the line using:

\(m = \frac{y_2 - y_1}{x_2 - x_1}\)

Where

\((x_1,y_1) = (9,18)\)

\((x_2,y_2) = (8,16.5)\)

So:

\(m = \frac{16.5- 18}{8 - 9}\)

\(m = \frac{-1.5}{- 1}\)

\(m = 1.5\)

The equation is then calculated using:

\(y =m(x - x_1) + y_1\)

Where: \(m = 1.5\) and \((x_1,y_1) = (9,18)\)

\(y = 1.5(x - 9) + 18\)

\(y = 1.5x - 9*1.5 + 18\)

\(y = 1.5x - 13.5 + 18\)

\(y = 1.5x+4.5\)

The difference between the actual quotient and the estimated quotient of 54,114 ÷ 29 is approximately 66.3448275862068965517241379.

To find the difference between the actual quotient and the estimated quotient of 54,114 ÷ 29, we need to first calculate the actual quotient and then the estimated quotient.

Actual quotient:

Dividing 54,114 by 29, we get:

54,114 ÷ 29 = 1,866.3448275862068965517241379 (approximated to 28 decimal places)

Estimated quotient:

Rounding the dividend, 54,114, to the nearest thousand gives us 54,000. Rounding the divisor, 29, to the nearest ten gives us 30. Now, we can perform the division with the rounded values:

54,000 ÷ 30 = 1,800

Difference between actual and estimated quotient:

Actual quotient - Estimated quotient = 1,866.3448275862068965517241379 - 1,800 = 66.3448275862068965517241379

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A. The null hypothesis H₀ and the alternative hypothesis H₁ are:

H₀: μ = 35 minutes       H₁: μ > 35 minutes

B. If the consultant decides not to reject the null hypothesis, she might be making a Type II error.

C. A Type II error would be failing to reject the hypothesis that μ is = to 35 minutes when, in fact, μ is 43 minutes.

A Type II error occurs when the null hypothesis is false, but the test does not reject it.

In this case, the consultant would be concluding that the mean shopping time is 35 minutes, when in fact it is greater than 35 minutes.

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Answer:

1/8

Step-by-step explanation:

You would need to get the reciprocal of negative eight and then change the sign so you would get 1/8