Step-by-step explanation:
a probability is always
desired cases / totally possible cases
25 students in total.
13 are female. therefore, 25-13 = 12 students are male.
15 students have an A.
10 students are female and have an A.
therefore, 15-10 = 5 male students have an A.
"given that a student is female".
this reduces our totally possible cases to 13.
so, the probability that a female student has an A is
10/13 = 0.769230769...
what is -10+3x>-16 inequality notation
The Inequality notation of the given equation 10+3x>-16 is x > -2
What is Inequality notation?
A mathematical statement known as an inequality expresses the relationship between two quantities while indicating that they are not completely equal. The four symbols used to represent inequality are. ≥, >,<, and ≤.
Mathematical expressions with inequalities are those in which the two sides are not equal. Contrary to equations, we compare the two values in inequality. Less than (or less than and equal to), greater than (and greater than or equal to), and also not equal to signs are used in place of the equal sign.
Consider the above equation.
-10 +3x > -16
Add 10 on both sides.
= -10+3x+10> -16+10
= 3x> -6
Divide by 3 to equation into both sides.
= [tex]\frac{3x}{3} > \frac{-6}{3}[/tex]
= x > -2
Inequality notation is x > -2
Interval Notation: [−2,∞)
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What’s the answer plssss
Answer:
130 m
Step-by-step explanation:
See the attached, pleasantly presented, worksheet.
solve for x x/3 = 10
Answer:
[tex] \huge \sf \: x = 30[/tex]
Step-by-step explanation:
x/3 = 10
[tex] \frac{x}{3} = \frac{10}{1} [/tex]
Cross multiply
x = 30
...........................................
Answer:
-5 2
Step-by-step explanation:
- Use the remainder thrm to determine if (x-2) is a
factor of f(x) = (3x4-3x³-9x² + 5x - 2) what is the remainder?
(x-2) is not a factor of f([tex]x[/tex]) = [tex]3x^{4}-3x^{3}-9x^{2} +5x-2[/tex].
What is a remainder theorem?Remainder Theorem is an approach of Euclidean division of polynomials. According to this theorem, if we divide a polynomial P(x) by a factor ( x – a) that isn't essentially an element of the polynomial, you will find a smaller polynomial along with a remainder.
The Remainder Theorem: If (x-a) is a factor of the f(x) then f(a) = 0
Here,
f([tex]x[/tex]) = [tex]3x^{4}-3x^{3}-9x^{2} +5x-2[/tex]
substitute a = 2
[tex]f(2)=3(2^{4}) -3(2) ^{3}-9(2)^{2}+5(2)-2[/tex]
= 48-24-36+10-2
= 32-36
f(2) = -4
f(2) [tex]\neq 0[/tex]
Hence, (x-2) is not a factor of f([tex]x[/tex]) = [tex]3x^{4}-3x^{3}-9x^{2} +5x-2[/tex].
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standard to slope intercept form
Answer:
y=-5x+7
Step-by-step explanation:
15x+3y=21
(15x+3y)/3=21/3
5x+y=7
5x+y-5x=7-5x
y=-5x+7
yeah
i'm probably wrong but its my best
[tex]\quad \huge \quad \quad \boxed{ \tt \:Answer }[/tex]
[tex]\qquad\displaystyle \tt \rightarrow \: y = - 5x + 7[/tex]
____________________________________
The given equation is :
[tex] \large \tt Solution \: : [/tex]
[tex]\qquad\displaystyle \tt \rightarrow \: 15x + 3y = 21[/tex]
[tex]\qquad\displaystyle \tt \rightarrow \: 3y = 21 - 15x[/tex]
[tex]\qquad\displaystyle \tt \rightarrow \: y = \frac{21}{3} - \frac{15}{3} x[/tex]
[tex]\qquad\displaystyle \tt \rightarrow \: y = - 5x + 7[/tex]
That's the required equation in slope intercept form, with slope (m) = -5, and y - intercept = 7
Answered by : ❝ AǫᴜᴀWɪᴢ ❞
Consider the quadratic function f(x) = x2 – 5x + 12. Which statements are true about the function and its graph? Select three options. The value of f(–10) = 82 The graph of the function is a parabola. The graph of the function opens down. The graph contains the point (20, –8). The graph contains the point (0, 0).
The statements that are true about the quadratic function and its graph include the following:
The value of f(–10) = 82The graph of the function is a parabola.The graph contains the point (20, –8).How to determine the true statements about this function and its graph?In Mathematics, the graph of any quadratic function or equation always forms a parabola because it is a u-shaped curve. For the given quadratic function, the graph is a upward parabola because the coefficient of x² is positive i.e when the value of "a" is greater than zero.
Next, we would determine the statements about the quadratic function and its graph that are true:
At point (-10, 82), we have:
f(x) = 1/5 x² – 5x + 12
f(x) = x²/5 – 5x + 12
f(-10) = -10²/5 – 5(-10) + 12
f(-10) = 82
At point (20, -8), we have:
f(x) = 1/5 x² – 5x + 12
f(x) = x²/5 – 5x + 12
f(20) = 20²/5 – 5(20) + 12
f(20) = -8
In conclusion, the graph of this quadratic function does not contain the point (0, 0) as shown in the image attached below.
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Complete Question:
Consider the quadratic function f(x) = 1/5 x² – 5x + 12. Which statements are true about the function and its graph? Select three options. The value of f(–10) = 82 The graph of the function is a parabola. The graph of the function opens down. The graph contains the point (20, –8). The graph contains the point (0, 0).
A cube-shaped
sculpture has a volume of
64 cubic feet. What is the
length of each edge of the
cube?
The length of each edge is
feet.
Convince Me! How can
you find the cube root of
64?
Check the picture below.
I have 35 apples and 30 oranges. What's the ratio of apples to oranges?
Let's begin by identifying key information given to us:
Numbers of apples = 35
Number of oranges = 30
Total number of fruits = 65
The ratio of apples to oranges is given by:
[tex]\begin{gathered} 35\colon30 \\ \text{Divide through both sides by the common factor ''5''. We have:} \\ \frac{35}{5}\colon\frac{30}{5}\Rightarrow7\colon6 \\ =7\colon6 \end{gathered}[/tex]The coordinates of the endpoints of MN are M(4,14) and N(13,8). Point O is on MN and divides it such that MO:NO is 2:1. What are the coordinates of O? Write your answers as integers or decimals. (, ) Submit
The coordinates of Point O that is on MN and divides it such that MO:NO is 2:1 is; (10, 10)
What are the coordinates that divide the line segment?We are given a line segment as MN with its' endpoint coordinates as;
M(4,14) and N(13,8)
Now, point O divides MN such that MO:NO is 2:1.
Now, the formula for the coordinate of the point that divides a line segment in the ratio a:b is;
(x, y) = (ax₂ + bx₁)/(a + b), (ay₂ + by₁)/(a + b)
Since point O is the point that divides the line segment in the ratio 2:1, we have;
O(x, y) = (2*13 + 1*4)/(2 + 1), (2*8 + 1*14)/(2 + 1)
O(x, y) = (30/3), (30/3)
O(x, y) = (10, 10)
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2. Using the vertical angle image from problem 1, let 42 = 4x-4 and 24 = x+50. (SHOW YOUR WORK and be
sure to answer ALL 3 parts!)
a. What is the value of x?
b. What would be the measure of < 2?
Then find the measure of <3.
Using the vertical angle image we get the following answers:
a) x = 18, b) ∠2 = 68°, c) ∠3 = 112°Given the equations are:
42 = 4x-4 and 24 = x+50.
According to vertical angles theorem, when two lines intersect the opposite angles are equal and adjacent angles are supplementary.
we know that,
∠2 = 4x-4 and ∠4 = x+50
a)To Find the value of x:
4x - 4 = x + 50
4x - x = 50 + 4
3x = 54
x = 54/3
x = 18
b) To Find the measure of ∠2:
∠2 = 4×18 - 4 = 72 - 4
= 68
c) Angles 2 and 3 are supplementary so their sum is 180°.
∠2 + ∠3 = 180
68 + ∠3 = 180
∠3 = 180 - 68
∠3 = 112°
Hence we get the required angles.
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Your question is incomplete. Please find the missing content here:
Using the vertical angle image from problem 1, let ∠2 = 4x-4 and ∠4 = x+50.
A. What is the value of x?
B. What is the measure of ∠2?
C. Find the measure of ∠3.
2|x+3|+1>3
what the soulution??
A mathematical statement indicating an order relationship between two numbers or algebraic expressions, such as greater than, greater than or equal to, less than, or less than or equal to.
Divide both sides of the inequality 2|x+1/3|3 to make it simpler:|x+1/3| < 3/2.
Consider the center of the group of numbers that fulfill 2|x+1/3|3 to be x = -1/3.
The maximum value of this set is obtained by adding 3/2 to this -1/3:
-1/3 + 3/2, or -2/6 + 9/6, or 7/6.
The bottom limit of this solution set is obtained by subtracting 3/2 from this and then -1/3:
-1/3 - 3/2, or -2/6 - 9/6, or - 11/6.
The answer range is (7/6, -11/6).
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The division 4+5i/2-4i is performed by multiplying the numerator and denominator by _
The division of (4+5i) / (2-4i) is performed by multiplying the numerator and denominator by 2+4i and the result of the given expression is (-3/5) + (13/10) i
The given expression is
(4+5i) / (2-4i)
Here we have to divide the given complex number
First multiply both numerator and denominator by 2+4i
(4+5i) / (2-4i) × (2+4i) / (2+4i)
= [tex]\frac{(4+5i)(2+4i)}{(2-4i)(2+4i)}[/tex]
Multiply the terms in the numerator and denominator.
= [tex]\frac{8+16i+10i-20}{2^2+4^2}[/tex]
= (-12+26i) / 20
= (-12/20) + (26/20)i
Divide both numerator and denominator by common terms
= (-3/5) + (13/10)i
Hence, the division of (4+5i) / (2-4i) is performed by multiplying the numerator and denominator by 2+4i and the result of the given expression is (-3/5) + (13/10)i
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identify the terms , constants , coefficients and variables in the equation 13x + 5y - 2 = 3
Answer: 13 and 5= coeeficients, x and y = variables, -2 and 3 =constants
Step-by-step explanation:
Q10. Farmer John's apples were eaten by wasps, others were rotten and the rest were quality apples in the ratio 4: 10: 20 respectively. 20 apples had been eaten by wasps. a) How many rotten apples were there?
If wasps had eaten 20 apples then, 50 rotten apples were there and the rest of the apples were quality apples in the ratio of 4: 10: 20 respectively.
This is a problem from simple mathematical equations. We can solve this problem by following a few steps.
Let's consider x as the highest common factor of apples eaten by wasps, rotten and quality apples.
So, the number of apples eaten by wasps is, 4 × x = 4x
The number of rotten apples is, 10 × x = 10x
The number of quality apples is, 20 × x = 20x
As, we all know HCF of the numbers × ratio of numbers = The numbers
So, 4x = 20 as per the question.
Therefore, x = 5.
Now, we can write that the HCF is 5.
So, the number of rotten apples ≡ HCF × 10 = 5× 10 = 50.
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convert 45grade into degree measure
Answer:
45g = 40.5°
45g = 40° 30′ 0″
find the term to be added to 7g²-3g to make a perfect squre then factorize
Answer: Look at step by step
Step-by-step explanation:
(ax + b)(ax + b) = [tex]a^{2}[/tex] [tex]x^{2}[/tex]+ 2abx + [tex]b^{2}[/tex]
Substitute g into x
[tex]a^{2}[/tex] = 7
a = [tex]\sqrt{7}[/tex]
2ab = -3
b = -3 / (2 x [tex]\sqrt{7}[/tex])
[tex]b^{2}[/tex] = 9 / (4 x 7) = 9/28
So the term to be added to make a perfect square is 9/28
When factorized would get ([tex]\sqrt{7}[/tex]x - 3/2[tex]\sqrt{7}[/tex])([tex]\sqrt{7}[/tex]x - 3/2[tex]\sqrt{7}[/tex])
If this doesn't help, maybe it is best you ask your teacher instead of listening to a random person on the internet. Hope this helps though
16
4 points
(A.2A)
You are a part of a sports team that has at least 5 players but no more than 9 on a team. Your cleats for the team cost $15 each and can be represented by the function f(x) 15x where x
is the number of cleats. What is the range of this scenario?
RANGE:
The range of the function, f(x), that gives the total cost of the cleats of given that each cleat costs $15 and the number of cleats, x, is 5 ≤ x ≤ 9 is RANGE: [75, 135]
What is the range of a function?The range of a function is the set containing the output values that are obtainable with the function.
The given parameters are;
The number of players, n, in the sports team is; 5 ≤ n ≤ 9
The given cost of one cleat = $14
The function that represents the total cost of the cleats for the team is f(x) = 15•x
Given that each team member is given one cleat, we have;
Number of cleats is 5 ≤ x ≤ 9
The range of values for the total cost of the cleats is therefore;
15 × 5 ≤ f(x) ≤ 15 × 9
75 ≤ f(x) ≤ 135, which using interval notation gives;
RANGE: [75, 135]
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Which of the following values are solutions to the inequality -5 < 9- 6x?
None
II only.
I and II
O II and III
-6 II. 3
I. - 6
O I only
O III only
I and III
O I, II and III
III. - 1
The solutions to the inequality -5 < 9 - 6x is x ≤ 7/3.
What is inequality?
In mathematics, the term 'inequality' is defined as a statement or equation with an ordered relationship like greater than, greater than or equal to, less than, less than or equal to- between two numbers or algebraic equations.
Now the given inequality is,
-5 < 9- 6x
Adding 5 both the side we get,
5 - 5 < 9 - 6x + 5
⇒ 0 < 14 - 6x
⇒ 14 - 6x > 0
Dividing both the side by 6 we get,
⇒ 14 < 6x
⇒ x > 14/6 = 7/3
or, x ≤ 7/3
this is the required solution of the given inequality.
Thus, the solutions to the inequality -5 < 9 - 6x is x ≤ 7/3.
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What’s r^2-15=t+19 as a sentence?
Answer:
solve the following system of equations by using gauss elimination method
(2x+6)° (x+9)° find X
Answer:
sama sma tayi
Step-by-step explanation:
3×3()56(7)
Name a pair of vertical angles.
The pair of vertical angles are
∠1 and ∠3∠2 and ∠4There are four angles made by the intersection of two lines. Those are ∠1, ∠2, ∠3 and ∠4
Vertical angles are the each of opposite angles formed when two lines meet each other at a point. So whenever two lines intersect each other four angles are formed and each set of opposite angles are called vertical angles
Here, two lines intersect each other and ∠1, ∠2, ∠3 and ∠4 are formed.
∠1,∠3 and ∠2,∠4 are the opposite angles
So the vertical angles are ∠1,∠3 and ∠2,∠4
Hence, the pair of vertical angles are
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A = x + y - 7 solve for x
-3v + 5 (v - 2) = -6 solve for v and simplify your answer as much as possible
Answer: v = 2
Step-by-step explanation:
1. Distribute the 5 to the items within the parenthesis.
-3v + 5v - 10 = -6
2. Combine V terms and Isolate V from other terms.
2v = 4
3. Divide both sides by 2.
v = 2
how many books does matt have to sell to make 30$ for the week
Answer:
4 books a day
Step-by-step explanation:
$30 ÷7=4.28
so If you sell 4 books a day you get $30 I'n the end of the week
Which of the following expressions is equivalent to 2x + 3?
6(2)x
8(2)x
the quantity 2 to the power of x end quantity over 6
the quantity 2 to the power of x end quantity over 8
The expressions which is equivalent to 2x + 3 would be 4x + 6.
What are equivalent expressions?Those expressions who might look different but their simplified forms are same expressions are called equivalent expressions. To derive equivalent expressions of some expression, we can either make it look more complex or simple. Usually, we simplify it.
We need to find the expressions which is equivalent to 2x + 3
Thus, we will Use the Distribute Property of Multiplication by multiplying the number outside the parenthesis with the numbers inside.
Let the expression be multiplying by 2 then;
2(2x + 3)
4x + 6
Hence, we can say that the expressions which is equivalent to 2x + 3 would be 4x + 6.
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a grocery store wants to examine the relationship between the sales amounts each day at two different locations, store a and store b. the sales amount each day, in dollars, was recorded for 10 days at each store. the least-squares regression line is yˆ
The mean of the 10 sales amounts for store A is $40,000
The least-squares regression line is
y=-3000+1.2x
where
x represents the sales amounts each day at store A
y represents the sales amounts each day at store B
we have
y=$45,000
substitute the value of y in the linear equation and solve for x
45000=-3000+1.2x
1.2x=48000
x=40000
therefore
The mean of the 10 sales amounts for store A is $40,000
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what is the rate of. change for this ANd as a function
The rate of change of the function shown in the graph is $0.5 per minute.
What is rate of change?
The rate of change (ROC) measures how quickly a variable alters over a predetermined amount of time. When discussing momentum, the term "rate of change" is frequently used. It is typically defined as the ratio of a change in one variable to a matching change in another; visually, the rate of change is represented by the slope of a line. The Greek letter delta (Δ) is usually come in use to represent the ROC.
As shown in the graph,
The x-axis represents the minute and y-axis represents the cost.
and the cost is function of time.
For each 10 minute the cost increased $5
So, the cost is changing at a rate of $5 per 10 minute
$5 = 10 minutes
diving both side with 10
$0.5 = 1 minute
Therefore, the rate of change of the function shown in the graph is $0.5 per minute.
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May I please get help with this. For I am confused and have tried multiple times
Solution
Given the graphs below
For the graph of figure A and B:
Figure A and figure B are congruent.
Hence, yes they are congruent.
The transformation that map figure A onto figure B is to rotate figure A clockwise 90° about the origin.
For the graph of C and D:
Figure C and figure D are congruent.
Hence, yes they are congruent.
The transformation that map figure C onto figure D is reflect figure C over the y-axis
HELP PLS IS DUE AT 10PM
Answer:
AS shown in the purse
Step-by-step explanation:
A. The school attendance happens in the sixth week
B. A(13) ≈ 42$
meaning : In the Thirdteenth week. The student attendance rate is 425
C. A(x)=400 =) x = 10
in the tenth week.The student attendance rate is 400
D.in the fourth week the least attendance nce.
E. It has 450 students
The number of attendance increased to 450.
And the area was flat