12.
What is the product of
3 and 10?

The y-intercept is (0, 10) and the values of x that make sense are x > 0

From the question, we have the following parameters that can be used in our computation:

y = 10(2)^x

The graph is added as an attachment

This is the point of intersection with the y-axis

From the graph, it is (0, 10)

These are the values whose corresponding y values are not negative

In other words, the values are x > 0

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Answer:

[tex]x=2\frac{5}{12}[/tex]

Step-by-step explanation:

Given equation:

[tex]-3\frac{3}{4}-x=-6\frac{1}{6}[/tex]

Begin by adding x to both sides of the equation:

[tex]-3\frac{3}{4}-x+x=-6\frac{1}{6}+x[/tex]

[tex]-3\frac{3}{4}=-6\frac{1}{6}+x[/tex]

Add -6¹/₆ to both sides of the equation:

[tex]-3\frac{3}{4}+6\frac{1}{6}=-6\frac{1}{6}+x+6\frac{1}{6}[/tex]

[tex]-3\frac{3}{4}+6\frac{1}{6}=x[/tex]

Swap sides:

[tex]x=6\frac{1}{6}-3\frac{3}{4}[/tex]

Rewrite the mixed numbers as improper fractions by multiplying the whole number by the denominator of the fraction, adding this to the numerator of the fraction, and placing the answer over the denominator:

[tex]x=\dfrac{6 \times6+1}{6}-\dfrac{3 \times 4+3}{4}[/tex]

[tex]x=\dfrac{36+1}{6}-\dfrac{12+3}{4}[/tex]

[tex]x=\dfrac{37}{6}-\dfrac{15}{4}[/tex]

When subtracting fractions, we must ensure that they have the same denominator.  To do this, find the least common multiple (LCM) of the two denominators.

As 6 and 4 are factors of 12, then 12 is the LCM.

Rewrite the fractions as their equivalent fractions (with a denominator of 12) by multiplying the numerator and denominator by the same number.

[tex]x=\dfrac{37\times 2}{6\times 2}-\dfrac{15\times3}{4\times3}[/tex]

[tex]x=\dfrac{74}{12}-\dfrac{45}{12}[/tex]

Now the fractions all have the same denominator, we can simply subtract the numerators:

[tex]x=\dfrac{74-45}{12}[/tex]

[tex]x=\dfrac{29}{12}[/tex]

Finally, convert the improper fraction into a mixed number:

[tex]x=\dfrac{24+5}{12}[/tex]

[tex]x=\dfrac{24}{12}+\dfrac{5}{12}[/tex]

[tex]x=2+\dfrac{5}{12}[/tex]

[tex]x=2\frac{5}{12}[/tex]

a. There are 4 red pens in the box.

b i. Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The fifth term is 4y - 2x + 1.

The chance of an event occurring is called the probability of the event happening. It tells us how likely it is for an event to happen; it does not tell us what is going to happen. There is an even chance of an event happening (happen/not happen).

a. Let the number of non-red pens be n, then we have m + n = 20. Also, after adding 5 more pens, we have m + 3 red pens and n + 2 non-red pens. The probability of selecting two red pens at random without replacement from these 25 pens is given by:

(m + 3)/(20 + 5) * (m + 2)/(20 + 4) = 7/20

Simplifying this equation, we get:

(m + 3)(m + 2) = 14 * 5

Expanding the left side and simplifying, we get:

m² + 5m - 36 = 0

Factoring this equation, we get:

(m + 9)(m - 4) = 0

Since m cannot be negative, we have:

m = 4

Therefore, there are 4 red pens in the box.

b. i. The sum of the first n terms of an arithmetic sequence can be given by:

Sₙ = n/2[2a + (n - 1)d]

where a is the first term, d is the common difference, and n is the number of terms. Using this formula, we can find S₄ as follows:

S₄ = 4/2[x + y + (2x + 1) + (2y - 3)]

= 2(3x + 3y - 1)

= 6(x + y) - 6 - 2

Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The common difference of the sequence is given by:

d = y - x

Therefore, the fifth term can be expressed as:

U₅ = (2x + 1) + 4d

= (2x + 1) + 4(y - x)

= 4y - 2x + 1

Therefore, the fifth term is 4y - 2x + 1.

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a. There are 4 red pens in the box.

b i. Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The fifth term is 4y - 2x + 1.

The chance of an event occurring is called the probability of the event happening. It tells us how likely it is for an event to happen; it does not tell us what is going to happen. There is an even chance of an event happening (happen/not happen).

a. Let the number of non-red pens be n, then we have m + n = 20. Also, after adding 5 more pens, we have m + 3 red pens and n + 2 non-red pens. The probability of selecting two red pens at random without replacement from these 25 pens is given by:

(m + 3)/(20 + 5) * (m + 2)/(20 + 4) = 7/20

Simplifying this equation, we get:

(m + 3)(m + 2) = 14 * 5

Expanding the left side and simplifying, we get:

m² + 5m - 36 = 0

Factoring this equation, we get:

(m + 9)(m - 4) = 0

Since m cannot be negative, we have:

m = 4

Therefore, there are 4 red pens in the box.

b. i. The sum of the first n terms of an arithmetic sequence can be given by:

Sₙ = n/2[2a + (n - 1)d]

where a is the first term, d is the common difference, and n is the number of terms. Using this formula, we can find S₄ as follows:

S₄ = 4/2[x + y + (2x + 1) + (2y - 3)]

= 2(3x + 3y - 1)

= 6(x + y) - 6 - 2

Simplifying, we get:

S₄ = 3(x + y) - 2

ii. The common difference of the sequence is given by:

d = y - x

Therefore, the fifth term can be expressed as:

U₅ = (2x + 1) + 4d

= (2x + 1) + 4(y - x)

= 4y - 2x + 1

Therefore, the fifth term is 4y - 2x + 1.

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Answer:

Step-by-step explanation:

ok, so for the -1 1/2 your going to find the -1 point on the left of 0. Then from there you will count to the second small point (or small line intersecting through the number line) to the right of -1. It will be this one right here

Now for the second number 2 3/4 you will find the 2 point, to the right from 0. Now count three small points to the left to get the 3/4 part. It will be right here.

Hope this helps!!

The average rate of change of the given function between the two given values is: 0.82

The Average Rate of Change of a function is one that is defined as the average rate at which one quantity is changing with respect to another thing changing. Thus, an average rate of change function is basically a process that helps to calculate the amount of change in one item divided by the corresponding amount of change in another.

It is given by the formula:

f'(x) = [f(b) - f(a)]/(b - a)

We are given the function:

f(x) = √(3x - 11)

Thus from x1 = 4 to x2 = 6, we will have:

f(4) = √(3*4 - 11) = 1

f(6) = √(3*6 - 11) = √7

Thus:

f'(x) = ((√7) - 1)/(6 - 4)

f'(x) = 0.82

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(1. 5,0 ) , (1 , 0 ) are the values of x in linear equation.

What is a linear equation in mathematics?

A linear equation in algebra is one that only contains a constant and a first-order (direct) element, such as y = mx b, where m is the pitch and b is the y-intercept.

                        Sometimes the following is referred to as a "direct equation of two variables," where y and x are the variables. Direct equations are those in which all of the variables are powers of one. In one example with just one variable, layoff b = 0, where a and b are real numbers and x is the variable, is used.

2x² -5x + 5 = 3

2x² -5x + 5 - 3 = 0

2x² -5x + 3 = 0

2X² - (2+ 3)X + 3 = 0

 2X² -2X - 3X + 3 = 0

  2x(x - 1 )-3(x - 1 ) = 0

  (2x - 3) (x - 1 )

    x = 3/2 , 1

    x = 1. 5 , 1

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Answer:

Step-by-step explanation:

To add these fractions, we need a common denominator. The smallest common multiple of 3 and 5 is 15.

Converting 2/3 to fifteenths:

2/3 = 10/15

Converting 1/5 to fifteenths:

1/5 = 3/15

Now, we can add:

5 10/15 + 3 3/15 = 8 13/15

Therefore, the amount of snowfall in the two months combined was 8 13/15 feet.

Answer:

 39 1/3 = 118/3 square units

Step-by-step explanation:

You want the area under the curve y = -x² +9x on the interval [3, 5].

The fundamental theorem of calculus tells us the integral of the function will be its anti-derivative. That is, for f(x) = -x² +9x, we want the function F(x) whose derivative is f(x). The reverse of the power rule for derivatives can be used:

  [tex]F(x)=-\dfrac{x^3}{3}+9\dfrac{x^2}{2}[/tex]

The area of interest is ...

  F(5) -F(3) = -1/3(5³ -3³) +9/2(5² -3²) = -98/3 +72

  F(5) -F(3) = 39 1/3

The area under the curve between x=3 and x=5 is 39 1/3 square units.

Answer:B

Step-by-step explanation:the triangle has 3 sides

The frequency table that summarizes the data by the biologist and the additional plants is c. third table.

From the data by the biologist and the additional plants, we see that there are 11 plants with flowers and 7 with caterpillars.

The number of flowering plants with caterpillars is 6 plants. Those without flowers would then be:

= 11 - 6

= 5 plants

This is shown by the second frequency table.

In conclusion, the correct frequency table showing the data by the biologist is the second frequency table.

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Since the rational expression is incorrectly constructed, I am unable to determine what it actually means.

I'll attempt to respond to this in a general approach so that you may try to apply it to the specific issue.

Let's say that this is our expression of reason:

              [tex]\frac{-6a-10}{-5a-8}[/tex]

There is no undefined value because the numerator is -12d and this component is unaffected by any value of d.

-5a-8 is the denominator.

Any rational expression that has a denominator equal to zero is now undefined. (we can not divide by zero)

Thus, a value that is undefined will be when

-5a-8 = 0

d = 8/5

This means that the number d = 8/5 is invalid because it would cause the denominator to be equal to 0.

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The values of x , y and z in the parallelogram are 12, -20 and -33 respectively

A parallelogram is a quadrilateral with opposite side equal to each other and opposite sides parallel to each other.

The opposite angles of parallelogram are equal . Consecutive angles in a parallelogram are supplementary .

Therefore,

-4y + 5 = 85

-4y = 85 - 5

-4y = 80

divide both sides by -4

y = 80 / -4

y = - 20

Therefore, let's find x and z as follows:

8x - 1 + 85 = 180

8x = 180 - 84

8x = 96

divide both sides by 8

x = 96 / 8

x = 12

Let's find z

- 3z - 4 + 85 = 180

-3z = 180 - 81

-3z = 99

divide both sides by -3

z = 99 / -3

z = -33

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The calculated value of the measure of the arc HI is 55 degrees

From the question, we have the following parameters that can be used in our computation:

The circle

The sum of angles at a point is 360

So, we have

∠HAI + 60 + 100 + 145 = 360

When the like terms are evaluated, we have

∠HAI = 55

The angle subtended by the arc equals the angle at the center

This means that

mHI = ∠HAI

By substitution, we have

mHI = 55 degrees

Hence, the arc HI is 55 degrees

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The chef makes 11 batches of dumpling wrappers.

What is dumpling wrapper?

Dumpling wrappers are thin pieces of dough that are used to wrap around fillings to make dumplings. They are a staple in many Asian cuisines, including Chinese, Japanese, Korean, and Thai. The dough is typically made with flour, water, and salt, and is rolled out into thin circles or squares. The size and thickness of the wrappers can vary depending on the type of dumpling being made and the regional cuisine. Dumpling wrappers can be used to make a variety of dumplings, such as pork and cabbage dumplings, shrimp dumplings, potstickers, and gyoza.

Let's assume that the chef makes "n" batches of dumpling wrappers.

For each batch of dumpling wrappers, the chef uses 2 cups of flour.

So, the total amount of flour used for making "n" batches of dumpling wrappers is 2n cups of flour.

In addition to the 2 cups of flour for each batch, the chef also uses an additional § cup of flour to keep the dough from sticking. So, the total amount of flour used for "n" batches is 2n + § cups of flour.

According to the problem statement, the chef uses a total of 21 cups of flour to make "n" batches of dumpling wrappers. So, we can set up the following equation 2n + § = 21

To solve for "n," we need to first convert the § cup of flour to a decimal. § is equivalent to 0.25 cups of flour.

So, the equation becomes 2n + 0.25 = 21

Subtracting 0.25 from both sides,

2n = 20.75

Dividing both sides by 2,

n = 10.375

Since we can't have a fraction of a batch, we can round up to the nearest whole number. Therefore, the chef makes 11 batches of dumpling wrappers.

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The chef makes 11 batches of dumpling wrappers.

What is dumpling wrapper?

Dumpling wrappers are thin pieces of dough that are used to wrap around fillings to make dumplings. They are a staple in many Asian cuisines, including Chinese, Japanese, Korean, and Thai. The dough is typically made with flour, water, and salt, and is rolled out into thin circles or squares. The size and thickness of the wrappers can vary depending on the type of dumpling being made and the regional cuisine. Dumpling wrappers can be used to make a variety of dumplings, such as pork and cabbage dumplings, shrimp dumplings, potstickers, and gyoza.

Let's assume that the chef makes "n" batches of dumpling wrappers.

For each batch of dumpling wrappers, the chef uses 2 cups of flour.

So, the total amount of flour used for making "n" batches of dumpling wrappers is 2n cups of flour.

In addition to the 2 cups of flour for each batch, the chef also uses an additional § cup of flour to keep the dough from sticking. So, the total amount of flour used for "n" batches is 2n + § cups of flour.

According to the problem statement, the chef uses a total of 21 cups of flour to make "n" batches of dumpling wrappers. So, we can set up the following equation 2n + § = 21

To solve for "n," we need to first convert the § cup of flour to a decimal. § is equivalent to 0.25 cups of flour.

So, the equation becomes 2n + 0.25 = 21

Subtracting 0.25 from both sides,

2n = 20.75

Dividing both sides by 2,

n = 10.375

Since we can't have a fraction of a batch, we can round up to the nearest whole number. Therefore, the chef makes 11 batches of dumpling wrappers.

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The concepts of plane of contact, pole, and polar plane are related to the study of conic sections in geometry.

Plane of Contact:

The plane of contact is a plane that passes through the points of intersection of a cone and a plane. In other words, when a plane intersects a cone, the points where the plane and cone touch determine a plane of contact. This plane is important in determining the properties of the conic section that is formed by the intersection.

Pole:

The pole is a point that is used to define a polar plane. It is a point that is not on the plane and is located on the axis of the cone. When a plane passes through the pole, it intersects the cone in a conic section. The pole is a useful concept in determining the properties of the conic section.

Polar Plane:

The polar plane is a plane that passes through the pole and is perpendicular to the plane of contact. It is the plane that contains the polar axis, which is the axis of the cone passing through the pole. The polar plane is important in determining the properties of the conic section that is formed by the intersection of the cone and the plane of contact.

In summary, the plane of contact, pole, and polar plane are all concepts that are used in the study of conic sections. The plane of contact is a plane that passes through the points of intersection of a cone and a plane. The pole is a point on the axis of the cone that is used to define a polar plane. The polar plane is a plane that passes through the pole and is perpendicular to the plane of contact. These concepts are important in determining the properties of conic sections and are used in various applications, including optics, astronomy, and engineering.

Answer:

Step-by-step explanation:

Sure! Let's start with the plane of contact.

Plane of Contact:

The plane of contact is a term commonly used in geometry and physics. When two objects come into contact with each other, their surfaces touch at a particular area. This area of contact is known as the plane of contact. It is a two-dimensional surface that represents the point of contact between the two objects.

Imagine two books placed on a table. The area where the bottom surface of each book touches the table is the plane of contact. It is like a flat sheet that separates the objects and defines the region where they interact with each other.

Pole and Polar Plane:

The concepts of pole and polar plane are closely related to the plane of contact. Let's explore them:

Pole:

In geometry, the pole is a point that represents the point of contact between a line and a plane. When a line is in contact with a plane, the point of contact is called the pole. It is the specific point where the line intersects the plane.

For example, if you have a line placed on a tabletop, the point where the line touches the surface is its pole.

Polar Plane:

The polar plane is the plane that contains all the lines passing through a specific point called the pole. In other words, the polar plane is a plane that is perpendicular to the line at its pole.

Continuing with the previous example, if you have a line touching the tabletop at a certain point, the polar plane would be a plane that is perpendicular to the line at that point. It includes all the lines passing through that point.

The pole and polar plane are connected in such a way that every line passing through the pole lies on the polar plane, and the polar plane contains the pole.

In summary, the plane of contact represents the area where two objects touch each other, while the pole represents the point of contact between a line and a plane. The polar plane is a plane that contains all the lines passing through the pole.

Hope it helps!!

Answer:

C $540

Step-by-step explanation:

Food: .30 × $1,200 = $360

Drinks: .15 × $1,200 = $180

-------

$540

Answer:

  A.  12

Step-by-step explanation:

You want to know the length of tangent PQ, given that secant QS has segments QR = 8 and RS = 10. Points P, R, and S are on the circle. Point Q is external to the circle.

The relevant relation is ...

  PQ² = QR·QS

  x² = (8)(8+10) = 144

  x = √144 = 12

The value of x is 12.

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In the first hour of their run, Jenna ran 1 mile more than George.

Given graph shows the data on Jenna's running status.

It shows that Jenna ran 12 miles in 2 hours of time.

Jenna's running status in the first one hour = 12/2 = 6 miles.

Given that George ran at a constant of 5 miles per hour.

To find out how many miles will Jenna ran more than George in the first one hour = 6 -5 = 1 mile.

From the above analysis, we can conclude that the Jenna will run 6 miles in the first one hour and George will run 5 miles in the first one hour. So, Jenna will run 1 mile more than George.

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Given question is not having enough information, the complete question is attached below,

The percentage of men who meet the height requirement is 19.09%. This result suggests that a relatively small proportion of men meet the height requirements for the characters at the amusement park.

To find the percentage of men who meet the height requirement, we need to calculate the probability that a randomly selected man has a height between 56 and 64 inches.

Using the z-score formula, we can standardize the height range as follows:

z = (64 - 67.3) / 3.8 = -0.87

z = (56 - 67.3) / 3.8 = -3.00

Using a standard normal distribution table, we can find that the area to the left of z = -0.87 is 0.1922 and the area to the left of z = -3.00 is 0.0013.

Therefore, the percentage of men meeting the height requirement is:

P(-0.87 < Z < -3.00) = P(Z < -0.87) - P(Z < -3.00) = 0.1922 - 0.0013 = 0.1909 or 19.09%.

It suggests that the park may be employing more women than men as characters, as the mean height for women is below the maximum height requirement.

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The value of quantity after 0.2 hours is, 960

Given that;

A quantity with an initial value of 480 grows exponentially at a rate such that the quantity doubles every 6 minutes.

We know that;

The exponential growth function is

A = A₀ (1 + r)ⁿ

Where, A= The number of quantity after t days

A₀ = initial number of quantity

r = rate of growth

n = time in minutes

A quantity with an initial value of 830 grows at a rate such that the quantity doubles in 0.2 hours = 12 minutes

And, A = 2 x 480 = 960

A₀ = 480

n = 12 minutes

r = ?

⇒ A = A₀ (1 + r)ⁿ

⇒ 960 = 480 (1 + r)¹²

⇒ 2 = (1 + r)¹²

⇒ [tex]r = \sqrt[12]{2} - 1[/tex]

Now, to find the quantity after 12 minutes, we plug A = 830, t = 12 minutes in exponential function;

⇒ A = A₀ (1 + r)ⁿ

⇒ [tex]A = 480 (1 + \sqrt[12]{2} - 1)^{12}[/tex]

⇒ A = 480 (2)

⇒ A = 960

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Step-by-step explanation:

See image

The odds of the next match from the probability of 11/23 is 11 : 12

From the question, we have the following parameters that can be used in our computation:

Probability = 11/23

For a probability represented as a/b, the odds is

Odds = a : b - a

In this case

a = 11 and b = 23

Using the above as a guide, we have the following:

Odds = 11 : 23 - 11

Evaluate the difference

So, we have

Odds = 11 : 12

Hence, the value of the odds is 11 : 12

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Answer:

3hours 237 minutes 5700 seconds

a) The number of possible area code numbers is: 69,299. b) the number of possible social security numbers is: 68,665,031,401

a. The first three digits can be any number from 001 to 999, except for 666. Since X can be any number from 1 to 7, there are 7 choices for X. For Y and Z, there are 10 choices each (0-9). Therefore, the number of possible area code numbers is:

(7 choices for X) x (10 choices for Y) x (10 choices for Z) - 1 (for 666) = 69,299

b. The middle two digits can be any number from 01 to 99, which gives 99 choices. The last 4 digits can be any number from 0001 to 9999, which gives 9999 - 1 (for 0000) = 9998 choices. Therefore, the number of possible social security numbers is:

(69,299 choices for the area number) x (99 choices for the group number) x (9998 choices for the serial number) - 1 (for 123-45-6789) = 68,665,031,401

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a) To find the total sales in units by product and customer type, we need to multiply the number of bags sold by the selling price per bag. The table below shows the calculations:

Town Product Consumers Retailers Wholesalers

Huye Maize 800 600 800

Potatoes 6,000 2,000 3,000

Carrots 3,500 500 2,500

Tomatoes 2,800 4,200 2,100

Muhanga Maize 800 1,000 0

Potatoes 5,000 8,000 4,000

Carrots 1,500 2,000 0

Tomatoes 4,200 2,800 700

b) To determine the difference between the two towns in sales (in Units) by product and customer type, we subtract the sales in Muhanga from the sales in Huye. The table below shows the calculations:

Town Product Consumers Retailers Wholesalers

Maize 0 -400 800

Huye Potatoes 0 -1,000 0

Carrots 2,000 0 2,500

Tomatoes -1,400 1,000 1,400

Total 600 -400 4,700

Product Consumers Retailers Wholesalers

Maize 0 400 0

Muhanga Potatoes 0 6,000 1,000

Carrots -2,000 -500 0

Tomatoes 1,400 -1,400 -700

Total -600 4,500 300

c) To calculate the total sales in Rwf by each town, we need to add up the sales in units for each town and product and then multiply by the selling price per bag. The table below shows the calculations:

Town Total sales in Rwf

Huye 24,400

Muhanga 23,700

d) To find the sales in Rwf by customer type for each town, we need to multiply the number of bags sold by the selling price per bag and then add up the sales for each customer type. The table below shows the calculations:

Town Customer Maize Potatoes Carrots Tomatoes

Huye Consumers 800 6,000 3,500 2,800

Retailers   600 2  

If I was of any help to you, consider giving my solution a 5-star rating.

Good luck to you friend!

the probability that Juan will catch at least 10 passes out of 15 is approximately 0.9951, or about 99.51%.

We may utilise the binomial distribution formula to resolve this issue:

P(X ≥ 10) = 1 - P(X < 10)

where P(X 10) is the likelihood that Juan catches fewer than 10 passes and X is the total number of passes he catches.

By applying the binomial distribution formula, we may determine P(X 10):

P(X < 10) = Σ(k=0 to 9) [(15 select k)×(0.8)k×(0.2)×(15-k)]

where (15 select k) is the binomial coefficient and (0.8)k×(0.2)(15-k) is the probability of catching k passes and missing (15-k) passes, and (15 choose k) is the number of possibilities to choose k items out of 15.

P(X 10) can be calculated using a calculator or a spreadsheet and is roughly equal to 0.0049.

P(X 10) is therefore equal to 1 - P(X 10) 1 - 0.0049 0.9951.

So the probability that Juan will catch at least 10 passes out of 15 is approximately 0.9951, or about 99.51%.

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The diameter of the lead in a pencil p must be within 0.01 millimetre of 1 millimeter. In the form of inequality, this can be expressed as 0.01<p<1.

A mathematical expression with values that on the left and right are not equal is referred to as having an inequality. In essence, an inequality examines any two values as well as demonstrates whether one is bigger than, less than, or neither greater nor less than the comparable quantity. Numbers are compared using inequalities to determine the range of quantities that fall inside the parameters of a variable. The diameter of the lead in a pencil p must be within 0.01 millimetre of 1 millimeter. This can be expressed as 0.01<p<1 inequality.

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Your question is incomplete but most probably your full question was,

The diameter of the lead in a pencil p must be within 0.01 millimetre of 1 millimeter. Express this statement of an inequality.