Which addition does the model below represent?
A. 3+(-1)
B. 3+4
C. 3+ (-4)
D. 3+1

Answer:

A: 1/22

B: 3/44

C: 41/44

D: 3/11

Step-by-step explanation:

Hope this help : )

The probability of drawing beads in a specific sequence is calculated by multiplying the individual probabilities. For all the beads to be the same colour, calculate for each colour then add the probabilities. The probability of not drawing the same colour is 1 minus the probability of all beads being the same colour.

The question concerns the concept of probability in mathematics.

a) The probability of picking a blue bead, then a yellow bead, then a purple bead is calculated by multiplying the individual probabilities together. There are 5 blue beads out of 12 total (5/12), then 4 yellow beads out of 11 remaining (4/11), then finally 3 purple beads out of 10 remaining (3/10). This results in a probability of (5/12) * (4/11) * (3/10) = 60/1320 or 0.0455.

b) For all three beads to be the same colour there are three possibilities: all blue, all yellow, or all purple. Calculate each of these probabilities, then add them together. For all blue it's (5/12)*(4/11)*(3/10), for all yellow it's (4/12)*(3/11)*(2/10), for all purple it's (3/12)*(2/11)*(1/10). This results in a total probability of 0.01515.

c) The probability that all three beads are not the same colour is simply 1 - the probability that they are the same colour = 1 - 0.01515 = 0.98485.

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Answer:

x = 1 or x = -7/4

Step-by-step explanation:

4x2 + 3x – 7 = 0

x = 1 or x = -7/4

Answer:

f^-1 = {(0, -3), (7, 2), (-2, -1), (2, 5)}

Answer: 26° I’m not sure why but I mean lol

Answer:

26

Step-by-step explanation:

Answer:

The answer is B and E.

Step-by-step explanation:

Answer:

B and E are correct on edge

Step-by-step explanation:

Answer:

In basic terms, a population is the total number of individuals, animals, items, observation, data, etc. So the sample, in other words, is a portion, part, or fraction of the whole group, and acts as a subset of the population. Samples are used in a variety of settings where research is conducted.

Hank's histogram using intervals of 6-10, 11-15, etc., resulted in 5 bars with the tallest bar at the 16-20 interval having a height of 5. Lisa's histogram with intervals of 0-9, 10-19, etc., also had 5 bars, with the tallest bar at the 10-19 interval having a height of 7. Other ways of displaying the data include bar graphs, frequency tables, pie charts, and box-and-whisker plots.

To answer the student's question regarding histograms and class sizes at West middle school:

Answer:

16.7%

Step-by-step explanation:

The first thing is to mention that they are two independent events, therefore the final probability is the multiplication of the two.

First event, select shirt. In total there are 4 and you must choose one of them, therefore the probability is:

1/4

Second event, select the pants. In total there are 3 and you must choose one of them, but there are two blue types, therefore any of the two is worth what means that the probability is:

2/3

The final probability:

P = 1/4 * 2/3

P = 0.167

Which means that the probability of choosing a white shirt and a blue pant (light or dark) is 16.7%

Answer:

14 days

Step-by-step explanation:

The half life of a substance is the time required until the object has only half of the inicial mass.

So, to find the inicial mass of the object, we use t = 0 in the equation A(t):

A(0) = 600*e^0 = 600

Half of this mass is 300, so we can use A(t) = 300 and then find the time:

300 = 600e^-0.05t

e^-0.05t = 0.5

ln(e^-0.05t) = ln(0.5)

-0.05t = -0.6931

t = 13.862 days

Rounding to nearest day, we have that t = 14 days

The calculated half-life is approximately 14 days.

To find the half-life of the substance decaying according to the function A(t) = 600[tex]e^{-0.05t}[/tex], we start by utilizing the definition of half-life. The half-life (t1/2) is the time required for the amount of the substance to reduce to half its initial quantity.

Given:

1. At half-life, A(t1/2) = A0 / 2, which means:

600 / 2 = 600[tex]e^{-0.05(t1/2)}[/tex]

2. Simplifying this equation:

300 =  600[tex]e^{-0.05(t1/2)}[/tex]

0.5 =  [tex]e^{-0.05(t1/2)}[/tex]

3. Taking the natural logarithm on both sides gives:

ln(0.5) = -0.05t1/2

ln(0.5) ≈ -0.693

So,

-0.693 = -0.05t1/2

t1/2 = 0.693 / 0.05 ≈ 13.86 days

Rounding to the nearest day, the half-life is approximately 14 days.

Answer:

241 tons

Step-by-step explanation:

312-170=142

142÷2=71

170+71=241

241+71=312

train B weighs 241 tons

Answer:

Step-by-step explanation:

   i believe train A weighs 137 tons and train B weighs 60 tons. sorry took me a while plese dont report

When determining the total gross pay, you should use your hourly wage and tips

The total gross pay is the totality of an individual's total earnings throughout a given period prior to the removal of any deductions such as tax and contribution.

The total gross pay can be calculated annually or daily.

Therefore, we can conclude that when determining the total gross pay, you should use your hourly wage and tips

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Answer:

P(at least one Heart)= 37/64

Step-by-step explanation:

Number of cards in the Deck=52

Number of Hearts=13

Number of Non-Hearts Card=52-13=39

Since we require the probability that the person will get at least one heart, we can first find the probability that the person will not pick a heart out of the three cards and find its complement.

P(Picking three Non Heart Cards)=39/52 X 39/52 X 39/52 =27/64

Therefore:

P(at least one Heart)=1-27/64=37/64

To find the probability of getting at least one heart when selecting 3 cards with replacement from an ordinary deck, subtract the probability of not getting any hearts from 1.

To calculate the probability that the person will get at least one heart, we need to find the probability of getting no hearts and subtract it from 1. There are 52 cards in a deck and 13 of them are hearts. So, the probability of not getting a heart on the first draw is 39/52, on the second draw is also 39/52, and on the third draw is again 39/52. Multiply these probabilities together to get the probability of not getting a heart in any of the three draws. Finally, subtract this probability from 1 to find the probability of at least one heart.

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Answer:

She has run 259.18m

Step-by-step explanation:

Since Dianne is running around the circular track, she is running around the perimeter of the circle.

Now, we know that the perimeter of a circle is given by;P = 2πr

Thus the perimeter of the track = total distance that the man travels = 2 x π x 55 = 345.575 meters

Now,since she has run 3/4 of the distance, thus, she has run;

(3/4) x 345.575 = 259.18m

Answer:

She has run 259.18m

Step-by-step explanation:

Since Dianne is running around the circular track, she is running around the perimeter of the circle.

Now, we know that the perimeter of a circle is given by; P = 2πr

Thus the perimeter of the track = total distance that the man travels = 2 x π x 55 = 345.575 meters

Now, since she has run 3/4 of the distance, thus, she has run;

(3/4) x 345.575 = 259.18m

Answer:yes

Step-by-step explanation:I spen my money on video games

The constant of proportionality, o slope, is the coefficient multiplying [tex]x[/tex] in the equation. The y-intercept is the constant term added at the end, with no variable:

[tex]y=mx+b[/tex]

Answer:

1. m = -3

2. b = 2

Step-by-step explanation:

Using slope-form equation, y = mx+b where m is the gradient of the line and b is the y-intercept. So in the equation, y = -3x + 2, m is -3 and b is 2.

The question does not provide sufficient information to work out the perimeter of the track based on the given area. More information or clarification is necessary.

The subject of the question is unclear. Specifically, the mention of a 'track' and its 'perimeter' suggest a geometry-related question but there isn't enough information. Normally, if the track was a rectangle and you know the area as 4000 square meters, you'd need at least one side length to determine the other side and compute the perimeter. The mention of pi, however, indicates a possible circular track that wouldn't fit the context of a rectangular area. Please provide more information or clarify the question so a more accurate guide can be given.

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Answer:

42.43  [tex]cm^{2}[/tex]

Step-by-step explanation:

Given:

A circle with a radius of 5 cm sits inside a 11 cm x 11 cm rectangle.

Question asked:

What is the area of the shaded region as shown in the figure ?

Solution:

First of all calculate area of circle and then area of rectangle:-

[tex]Area\ of\ cirle=\pi r^{2}[/tex]

                      [tex]= =\frac{22}{7} \times5\times5\\ \\ =\frac{550}{7}\\ \\=78.571[/tex]

As here length an width both are 11 cm, we can say that this is a square.

[tex]Area\ of\ square=(Side)^{2}[/tex]

                          = [tex]=11\times11=121\ cm^{2}[/tex]

Now, area of shaded region = Area of square - Area of circle

                                               = 121 - 78.571 = 42.429 [tex]cm^{2}[/tex]

Therefore, the area of the shaded region will be 42.43  [tex]cm^{2}[/tex]

Answer:

5.33 ounces repeating

Step-by-step explanation:

If a cup is 2/3 full 5.33 ounces are in the cup.

Any number of equal parts is represented by a fraction, which also represents a portion of a whole. A fraction, such as one-half, eight-fifths, or three-quarters, indicates how many components of a particular size there are when stated in ordinary English.

Given

1 cup holds 8 ounces

2/3 holds [tex]2/3 * 8[/tex] ounces = 5.33 ounces

Therefore, If a cup is 2/3 full 5.33 ounces are in the cup

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Lola is correct because each expression has a value of 1.

Expressions are stated to be equivalent if they have an identical fee regardless of the value of the variable(s) in them.

Equal expressions are expressions that work the same even though they look specific. If algebraic expressions are equal, then the 2 expressions have the equal-cost when we plug in the identical fee(s) for the variable(s).

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Answer:

15

Step-by-step explanation:

9^2+12^2=c^2 use pythagorean thereom

225=c^2 use radical to solve

c=15

Answer:

c = 15

Step-by-step explanation:

Using Pythagoras' identity on the right triangle.

The square on the hypotenuse is equal to the sum of the squares on the other 2 sides, that is

c² = 9² + 12² = 81 + 144 = 225 ( take the square root of both sides )

c = [tex]\sqrt{225}[/tex] = 15

X=10

Use Pythagorean theorem

A squared + b squared = x squared

X is the hypotenuse so use x squared = 8 squared + 6 squared

So x squared = 64+36

square root x = 100

Then square root 100 to get

X = 10

<3

The length of the hypotenuse in the right triangle with side lengths of 6 and 8 units is 10 units.

Let's consider a right triangle with side lengths of 6 units and 8 units. We'll label these sides as 'a' and 'b', respectively, and we need to find the length of the hypotenuse, which we'll denote as 'c'.

According to the Pythagorean Theorem, the relationship between the sides of a right triangle can be expressed as:

c² = a² + b²

Now, we can substitute the given side lengths into the formula:

c² = 6² + 8²

c² = 36 + 64

c² = 100

To find the value of 'c', we take the square root of both sides of the equation:

c = √100

c = 10

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Answer:

2088

Step-by-step explanation:

pretty sure its D

pretty sure its d

The primary reason for the construction of a network of railroads in Europe during the 19th century was to provide a more efficient means to transport goods, promoting trade and boosting economical growth, although it also facilitated the movement of armies and people.

The best explanation for the construction of a network of railroads linking Europe together during the nineteenth century is that the Rail service provided more efficient means to transport goods across Europe. This period, known as the Railway Age, saw exponential growth in the expansion of railroads because they created an efficient and faster way for countries to trade goods, thus boosting their economies.

Not only did the burgeoning rail network provide a means for rapid movement of goods, but it also facilitated the movement of people, creating job opportunities and promoting cultural exchange.

While it is true that rail service allowed armies to move quickly and people to visit families across the continent, the primary impetus for the expansion of the rail network was economic – facilitating trade and industry.

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Answer: His heart rate his slow

Step-by-step explanation:

Because his heart in the graph does not match the table since the second coordinate is somewhere near 128 the line doesn’t go on that side.

Answer:

60 i think

Step-by-step explanation:

Answer:

The answer is C because of distributive property. To check just multiply the number outside of the parenthesis by each number or variable inside the parenthesis.

Answer:

C. [tex]3(2x^2 - x + 4)[/tex]

Step-by-step explanation:

You must find the GCF (Greatest Common Factor) that can be applied to all the terms.

In this case, you can only divide everything by 3:

[tex]6x^2-3x+12\\3(2x^2-x+4)[/tex]

[tex]\huge \boxed{\boxed{\textbf{See attached graph}}}[/tex]

Adding a constant [+6] to [f(x)] shifts the entire graph of [f(x)] vertically up by 6 units. This means that every y-value of the original function will increase by 6.

We need to identify a few key points on the original graph of f(x). For example the [f(x)] given has points:

[tex]\boxed{\begin{minipage}{7 cm}Applying Transformation \\ \\(0,-2) \xrightarrow[\text{}]{\text{y+6 = -2+6}} (0,4) \\ \\(1,2) \xrightarrow[\text{}]{\text{y+6 = 2+6}} (1,8) \\ \\(2, 6) \xrightarrow[\text{}]{\text{y+6 = 6+6}} (2,12)\end{minipage}}[/tex]

We can shift each point on the original graph 6 units up. For each point  [(x, y)] on [f(x)], plot the new point at [(x, y + 6)]

After plotting the transformed points, connect them to form the new line, which will be parallel to the original line and shifted 6 units up.

[tex]\hrulefill[/tex]

Answer:

The answer on edu is a prism and A horizontal plane,A vertical plane and a pyramid.Step-by-step explanation:the Letter answer D,E

We will only have cross-sections for the following pairs:

We can define a cross-section as a "cut" of a figure. For example, if you take a sphere and cut it, you will see that the shape of the cutted part is a circle.

So the cross-section for a sphere is a circle.

Now, notice that the figures are 3d and the cross-sections are 2d, so, to make a cross-section, we need a figure and a plane.

With that in mind, the two cases that can form cross-sections are:

Where we have the intersection between figures and planes.

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