sin^2x + sin^2x + cos²x

Answer:

1. 2

2. 5/36

3. 8 ¹/₆

4. - 4/11

Step-by-step explanation:

1.

2⁴/₅ + (-¹²/₁₅)

= ¹⁴/₅ - ¹²/₁₅

= ¹⁴/₅ - ⁴/₅

= 14 - 4

      5

= 10/5

= 2

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

2.

- 3/4 - (- 8/9)

= 5 / 36

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

3.

- 3 ¹/₂ (- 2 ¹/₃)

= -7/2 * 7/3

= 7 * 7

  2 * 3

= 49/6

= 8 ¹/₆

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

4.

- 1/4  ÷ 11/16

= - 1/4 * 16/11

= - 16/44

= - 4/11

Kathy will have 23 more euros than pounds after withdrawing half of her money in each currency using algebra.

First, let's calculate how much money Kathy will withdraw in pounds and euros. She wants to withdraw half of her $300$ US dollars in each currency, so that would be $150$ US dollars for each.

To find the amount in pounds, we can divide $150$ US dollars by the exchange rate of $1.64$ USD per pound:

Amount in pounds = $\frac{150}{1.64} \approx 91.46$ pounds.

To find the amount in euros, we can divide $150$ US dollars by the exchange rate of $1.32$ USD per euro:

Amount in euros = $\frac{150}{1.32} \approx 113.64$ euros.

Rounding both amounts to the nearest whole number, Kathy will have approximately $91$ pounds and $114$ euros.

To determine how many more euros than pounds she will have, we subtract the amount in pounds from the amount in euros:

$114$ euros - $91$ pounds = $23$ more euros than pounds.

Therefore, Kathy will have 23 more euros than pounds after withdrawing half of her money in each currency.

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Answer:

its 9 at night gts.

Step-by-step explanation:

Science, any system of knowledge that is concerned with the physical world and its phenomena and that entails unbiased observations and systematic experimentation. In general, a science involves a pursuit of knowledge covering general truths or the operations of fundamental laws.

The vertex of the parabola is at the origin (0, 0), the focus is at (-9, 0), the directrix is the vertical line x = 9, and the axis of symmetry is the y-axis. The graph is a right-opening parabola.

To determine the vertex, focus, directrix, and axis of symmetry of the parabola with the equation y² = -36x, we can use the standard form of a parabola equation: (y - k)² = 4a(x - h), where (h, k) is the vertex and 'a' is a constant that determines the shape and orientation of the parabola.

Comparing the given equation y² = -36x with the standard form, we can see that h = 0 and k = 0. Therefore, the vertex of the parabola is at the origin (0, 0).

The value of 'a' can be determined by comparing it with the standard form equation. In this case, 4a = -36, so 'a' is equal to -9. The axis of symmetry of a parabola is a vertical line passing through the vertex.

To find the focus and directrix, we need to calculate the value of 'p'. For a parabola with equation y² = 4a(x - h), the distance between the vertex and the focus is given by p = a. In this case, p = -9.

The focus is a point on the axis of symmetry, located 'p' units to the right of the vertex. Therefore, the focus is at (-9, 0). The directrix is a vertical line located 'p' units to the left of the vertex. Since the vertex is at the origin (0, 0), the directrix is the vertical line x = 9.

The graph of the parabola is a right-opening parabola that opens towards the positive x-axis. The vertex is at the origin (0, 0), and the focus is at (-9, 0). The directrix is the vertical line x = 9, and the axis of symmetry is the y-axis. By plotting these points and lines on a graph, you can sketch the parabola.

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The Venn diagram of the 66 students in the drama group is illustrated below.

Venn Diagram:

Basically, a diagram representing mathematical or logical sets pictorially as circles or closed curves within an enclosing rectangle (the universal set), common elements of the sets being represented by intersections of the circles.

Given,

All 66 students in a drama group take part in at least one of the four activities given below. acting (4) dancing (D) singing (S) stage management (M) Of these 66 students 11 take part in acting, dancing and singing 17 take part in acting and singing 14 take part in dancing and singing 16 take part in acting and dancing 33 take part in singing 37 take part in acting 29 take part in dancing Any student who takes part in stage management does not take part in acting, dancing or singing.

Here we need to show all this information on the Venn diagram, giving the number of students in each subset.

While we looking into the given information,

Total number of students = 66

Here A refers acting, D refers dancing and S refers singing

=> All three activities count = 11

=> Acting and singing = 17

=> Dancing and singing = 14

=> Acting and dancing = 16

=> Singing = 33

=> Acting = 37

=> Dancing = 29

Based on these details we have drawn the following Venn diagram.

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Answer:

6

Step-by-step explanation:

24 minus 18

The probability of rolling a 1 three out of the four rolls is 5/1296 or approximately 0.00384, which is a very small probability.

The probability of rolling a 1 on a single roll of a fair 6-sided die is 1/6. To find the probability of rolling a 1 three out of the four rolls, we can calculate the probability of rolling a 1 three times in a row, and then multiply that by the probability of rolling a non-1 on the fourth roll.

The probability of rolling a 1 three times in a row is (1/6) * (1/6) * (1/6) = 1/216.

The probability of rolling a non-1 on the fourth roll is 5/6.

So, the probability of rolling a 1 three out of the four rolls is (1/216) * (5/6) = 5/1296.

Therefore, the probability of rolling a 1 three out of the four rolls is 5/1296 or approximately 0.00384, which is a very small probability.

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Answer:

A. -1 ≤ x ≤ 3

General Formulas and Concepts:

Algebra I

Step-by-step explanation:

According to the graph, our x-values span from -1 to 3. Since both are closed dot, they are inclusive in the domain:

[-1, 3] or -1 ≤ x ≤ 3

To solve this problem, we can use the Poisson distribution, which models the number of events that occur in a fixed period of time, given the average rate of occurrence.

a. To find the probability that at most 425 people are struck by lightning in a year, we can use the Poisson distribution with a mean of 400. The formula for the Poisson distribution is:
P(X ≤ k) = e^-λ ∑_(i=0)^k (λ^i/i!)
where X is the random variable (the number of people struck by lightning in a year), λ is the mean (400), and k is the maximum number of people we're interested in (425). Plugging in the values, we get:
P(X ≤ 425) = e^-400 ∑_(i=0)^425 (400^i/i!) = 0.8855
So the probability that at most 425 people are struck by lightning in a year is 0.8855, or about 88.55%.
b. To find the probability that at least 375 people are struck by lightning in a year, we can use the complement rule: the probability of an event happening is 1 minus the probability of the event not happening. So in this case, we want to find the probability that fewer than 375 people are struck by lightning, and subtract that from 1 to get the probability of at least 375 people being struck.
P(X ≥ 375) = 1 - P(X < 375) = 1 - e^-400 ∑_(i=0)^374 (400^i/i!) = 0.9369
So the probability that at least 375 people are struck by lightning in a year is 0.9369, or about 93.69%.
It's important to note that these probabilities are based on the assumption that the number of people struck by lightning in a year follows a Poisson distribution with a mean of 400. This may not be a perfect model, but it's a reasonable approximation based on the available data. Additionally, the chances of being struck by lightning are still relatively low - even at the high end of our estimates, only about 0.1% of the US population would be affected.

Based on the given information of 400 people being struck by lightning in the United States on average each year, we can calculate the probabilities for the scenarios you mentioned.
a. The probability that at most 425 people are struck by lightning in a year:
To calculate this, we'll need to know the distribution of people being struck by lightning, which isn't provided. However, let's assume it follows a normal distribution with a mean of 400 and some standard deviation. In this case, we would calculate the z-score for 425 people and find the corresponding probability from the z-table. Unfortunately, without the standard deviation, we cannot compute the exact probability.
b. The probability that at least 375 people are struck by lightning in a year:
Similarly, to calculate this probability, we'd need the standard deviation to find the z-score for 375 people and then find the corresponding probability from the z-table. Again, without the standard deviation, we cannot compute the exact probability.
In conclusion, without knowing the standard deviation or the distribution of people being struck by lightning, we cannot provide a precise probability for the given scenarios.

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The missing word is "modulus". The statement should read: Twelve is congruent to 60 (modulus 8) because both 12 and 60 have 4 as a remainder when divided by 8.

The modulus function, also known as the modulo operation or mod function, is a mathematical operation that returns the remainder when one integer is divided by another. The modulo operation is a quick and efficient way to find the remainder of a division. For example, if we want to know the remainder when 23 is divided by 5, we can simply compute 23 % 5, which equals 3. The symbol "%" is often used to represent the modulo operation in computer programming, while "mod" is used in mathematical notation to indicate congruence. In either case, the statement means that 12 and 60 leave the same remainder when divided by 8.

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The statement that describes the end behavior of the function f(x) = 8|x − 1| + 13 is:

As x approaches positive infinity, f(x) approaches negative infinity.C.

Let's analyze the function.

The function f(x) = 8|x − 1| + 13 involves the absolute value of x − 1, which means that the expression inside the absolute value will always be non-negative.

x approaches positive infinity, the value of x − 1 also approaches positive infinity.

Since the absolute value of a positive number is equal to the number itself, we can simplify the expression to f(x) = 8(x − 1) + 13.

As x approaches positive infinity, the term 8(x − 1) becomes larger and larger, making f(x) approach negative infinity.

The constant term 13 does not have a significant impact on the end behavior as x becomes increasingly large.

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Answer:

x = 3

Step-by-step explanation:

Given the 2 equations

x + y = 3 → (1)

2x - y = 6 → (2)

Adding the 2 equations term by term eliminates the y- term, that is

3x = 9 ( divide both sides by 3 )

x = 3

The function will begin to have real output when the input value is 2

The function is given as:

\(f(x) = -\sqrt{x - 2} + 2\)

Set the radical greater than or equal to 0

\(x - 2 \ge 0\)

Add 2 to both sides

\(x \ge 2\)

This represents the domian

Hence, the function will begin to have real output when the input value is 2

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Complete question

At what input value will the function \(f(x) = -\sqrt{x - 2} + 2\) begin to have real outputs?

Answer:

-14+8

Step-by-step explanation:

Two minus signs directly next to each other are equivalent to a plus sign.

Answer:

-14.8 = -112 gitu aja sudah amat jangan maen game

Answer:

Number of donuts each student get = 144 / x

Step-by-step explanation:

Given:

Number of donuts = 12 dozen

Number of students = x

Find:

How many donuts each student get

Computation:

Total number of donuts = 12 × 12 = 144

Number of donuts each student get = Total number of donuts / Number of students

Number of donuts each student get = 144 / x

Finding the union of the sets A and C is the first step in solving P(A U C). Since set C only contains the number 6, the union of A and C has the elements 1, 2, 3, 4, and 6. A U C thus equals 1, 2, 3, 4, and 6.

The power set of A U C, which comprises all conceivable subsets of 1, 2, 3, 4, and 6, must then be located. If all conceivable subsets are listed, the power set of A U C, designated as P(A U C), will be discovered.

P(A U C) = { {}, {1}, {2}, {3}, {4}, {6}, {1,2}, {1,3}, {1,4}, {1,6}, {2,3}, {2,4}, {2,6}, {3,4}, {3,6}, {4,6}, {1,2,3}, {1,2,4}, {1,2,6}, {1,3,4}, {1,3,6}, {1,4,6}, {2,3,4}, {2,3,6}, {2,4,6}, {3,4,6}, {1,2,3,4}, {1,2,3,6}, {1,2,4,6}, {1,3,4,6}, {2,3,4,6}, {1,2,3,4,6}}.

There are 31 subsets in the power set P(A U C) that result from the union of sets A and C.

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To fill in each blank so that the values are in order from smallest to largest, we have;

4° , 1⁴ = 4, 2² , 3³ , 4³ , 2⁹

We need to know that index forms are defined as mathematical forms used to represent numbers or variables that are too large or too small in more convenient forms.

These index forms are also known as scientific notation or standard forms.

Some examples of index forms are;

3²

4³

2³

From the information given, we have that;

To arrange the numbers;

4° = 1

1⁴ = 4

2² = 4

3³ = 27

4³ = 64

2⁹ = 512

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Answer:

The sample space for the experiment of randomly selecting a patient's file from the given animals is:

S={D, C, B, H, R}

The sample space includes all the possible outcomes of the experiment, which in this case are the animal types that can be selected by the veterinary assistant. Since the assistant can randomly select a file for any of the five types of animals, the sample space consists of all the possible animal types, which are D (dogs), C (cats), B (birds), H (hamsters), and R (reptiles).

Step-by-step explanation:

Answer:

1.875 hours

Step-by-step explanation:

1/a + 1/b = 1/c  where a and b are the times alone and c is the time together

1/3 + 1/5 = 1/c

Multiply by 15c to clear the fractions

15c(1/3 + 1/5 = 1/c)

5c+3c = 15

8c = 15

Divide by 8

8c/8 = 15/8

c = 1.875 hours

Step-by-step explanation:

Hey there! Let's break this answer down.

1. If he bough 3 pounds of cement for $27.75 each, that 3x27.75, which is $83.25. So he spent $83.25 on cement.

2. Next, add $12.58 for the cost of the plant to $83.25, which $95.83.

3. Finally, he paid $8.99 for the sales tax. When adding that to $95.83, we get $104.82.

So, his total was $104.82.

Have a great day!

Answer:

104.82

1Step-by-step explanation:

27.75 times 3 equals 83.25 plus 12.58 equals 95.83 then add 8.99 which is $104.92

(4, 0)

To the right means positive, and a change in the x-point. Therefore, -1 + 5 = 4.

The width of the confidence interval increases as the sample size increases and decreases as the confidence interval decreases. The confidence interval decreases as the sample size increases and increases as the confidence level increases.

Sample size is defined as the number of observations used to determine

an estimate of a particular population. The size of the model is drawn by people. Sampling is the process of selecting a group of individuals from a population to estimate the characteristics of the entire population. Select the number of establishments in a population group for analysis.

The sample size increases with the square of the standard deviation and decreases with the square of the difference between the mean under the alternative hypothesis and the mean under the null hypothesis.

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Answer:

wcw

Step-by-step explanation:

cw

If she discard previously tried keys the probability is 1/n

If she doesn't discard previously tried keys the probability is: \(\frac{(n-1)^k}{n^k}\)

If she discard previously tried keys, the probability of open the door in the 1st, 2nd and 3rd try are:

1st try: \(\frac{1}{n}\)

2nd try: \((\frac{n-1}{n}) * (\frac{n}{n-1} ) = \frac{1}{n}\)

3rd try: \((\frac{n-1}{n}) * (\frac{n-2}{n-1} ) * (\frac{1}{n}) = \frac{1}{n}\)

Where, for example, the probability of open the door in the 2nd try is the multiplication of the probability that the woman didn't open the door in the 1st try with the probability that she open the door in the 2nd try.

So, the probability that she open the door in the kth try is: 1/n

On the other hand, if she doesn't discard previously tried keys, the probability to open the door in the 1st, 2nd and 3rd try are:

1st try: \(\frac{1}{n}\)

2nd try: \((\frac{n-1}{n}) *( \frac{1}{n}) = \frac{n-1}{n^2}\)

3rd try: \((\frac{n-1}{n}) * (\frac{n}{n-1} ) * (\frac{1}{n}) = \frac{(n-1)^2}{n^3}\)

So, the probability that she open the door in the kth try is:

\(\frac{(n-1)^k^-^1}{n^k}\)

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Answer:

Step-by-step explanation: Ok So pretend you have one apple and your friend gives you another apple how much would you have... Answer is "2"

Answer: so it is 2

Step-by-step explanation: if one friend said I have 1 bike and you said you have 1 bike that would be 2. So 1 bike + 1 bike= 2 bikes

The main difference between a matched-subjects design and a repeated-measures design lies in how the subjects are used and the nature of the comparisons being made.

In a matched-subjects design, subjects are carefully paired or matched based on specific characteristics that are relevant to the study. These characteristics could be demographic variables, pre-existing conditions, or any other relevant factors. The idea behind matching is to create pairs of subjects that are similar or comparable on these characteristics, so that any differences observed between them can be attributed to the independent variable being studied. Each member of the pair is then assigned to different treatment conditions. The comparisons in a matched-subjects design are typically made within pairs, focusing on the differences between the two members of each pair.

On the other hand, in a repeated-measures design, the same subjects are used in multiple treatment conditions. Each subject is exposed to all treatment conditions or levels of the independent variable. This allows for a direct comparison of the same subject's responses or performance across different conditions. By using the same subjects, individual differences and variability between subjects are minimized, and any differences observed can be attributed to the effects of the independent variable. The comparisons in a repeated-measures design are typically made within subjects, focusing on the differences in their responses across the different conditions.

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Answer:

1. 2 units

2. 1 unit

3. the center is (2,-2)

4. the center is (2,2)

Am also nnow stuck

The correct choice is A. The resulting matrix is

\(\[\begin{array}{rrrr}0 & 5 & 7 & -10 \\4 & 8 & 2 & 1 \\-8 & 2 & 3 & -7 \\\end{array}\]\)

To perform the indicated operation, we need to subtract the second matrix from the first matrix. The matrices must have the same dimensions to be subtracted.

Given matrices:

\(\[ \begin{array}{rrrr}2 & 8 & 13 & 0 \\7 & 4 & -2 & 5 \\1 & 2 & 1 & 10 \\\end{array}\]\)

and

\(\[ \begin{array}{rrrr}2 & 3 & 6 & 10 \\3 & -4 & -4 & 4 \\9 & 0 & -2 & 17 \\\end{array}\]\)

These matrices have the same dimensions, so we can subtract them element by element.

Subtracting the corresponding elements, we get:

\(\[ \begin{array}{rrrr}2-2 & 8-3 & 13-6 & 0-10 \\7-3 & 4-(-4) & -2-(-4) & 5-4 \\1-9 & 2-0 & 1-(-2) & 10-17 \\\end{array}\]\)

Simplifying the subtraction, we have:

\(\[ \begin{array}{rrrr}0 & 5 & 7 & -10 \\4 & 8 & 2 & 1 \\-8 & 2 & 3 & -7 \\\end{array}\]\)
Therefore, the resulting matrix is:
\(\[ \begin{array}{rrrr}0 & 5 & 7 & -10 \\4 & 8 & 2 & 1 \\-8 & 2 & 3 & -7 \\\end{array}\]\)

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