Ajar contains 3 red, 4 blue, and 5 white marbles. What is the probability of drawing first a red and then, without
replacement, a white marble?
5/44
31/44
5/48​

The measure of the smallest angle of the quadrilateral is  60° .

In the question ,

it is given that ,

the angle measure of the quadrilateral are in the ratio 4 : 5 : 6 : 9 .

So , the measure of the largest angle is = 9x

and the measure of the smallest angle is = 4x .

we know that the sum of the measure of all the angles of the quadrilateral is 360° .

that means ,

4x + 5x + 6x + 9x = 360°

24x = 360

dividing both sides by 24 ,

x = 360/24

x = 15 .

the smallest angle is = 4(15) = 60°

Therefore ,  The measure of the smallest angle of the quadrilateral is  60° .

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Answer:

10

Step-by-step explanation:

F(x) = 3x+1, for f. 3)

3x3=9

9+1=10

Answer: 899.998434785 times more than the loser.

The given function is ,

→ f(x) = -9x + 7 .

And we need to find out its value at x = 3 , that is f(3) . So just substitute x = 3 ,

→ f(3) = -9*3 +7

→ f(3) = -27+7

→ f(3) = -20

Hence the required answer is-20 .

I hope this helps.

Answer:

A≈263.89

Step-by-step explanation:

Solution

A=2πrh+2πr2=2·π·3·11+2·π·32≈263.89378

Answer:

WebMath is designed to help you solve your math problems. Composed of forms to fill-in and then returns analysis of a problem and, when possible, provides a ...

Step-by-step explanation:

The correct option is: Negative twenty-two is less than F which is less than two hundred sixty-six.

A compound inequality is a mathematical statement that combines two or more inequalities using the logical connectives "and" or "or". The resulting statement is true only if both or all of the inequalities in the compound statement are true.

For example, a compound inequality using "and" might look like this:

2 < x < 5

This compound inequality means that x is greater than 2 and less than 5 at the same time. In other words, x lies between 2 and 5, but does not include the endpoints.

A compound inequality using "or" might look like this:

x < -3 or x > 3

This compound inequality means that x is either less than -3 or greater than 3. In other words, x lies outside the interval from -3 to 3, but can be any other real number.

Compound inequalities can be solved by using algebraic techniques, such as isolating the variable on one side of the inequality, applying the same operation to both sides of the inequality, or using the distributive property of multiplication and addition.

Compound inequalities are used in many areas of mathematics, including algebra, geometry, and calculus. They are also used in real-world applications, such as in finance and economics to describe ranges of values for variables like interest rates, stock prices, or exchange rates.

To determine the Fahrenheit temperature range at which the antifreeze protects the car, we can use the given Celsius temperature range and the formula to convert Celsius to Fahrenheit:

-30°C < C < 130°C

C = (5/9)(F - 32) (using the formula given)

Substituting -30°C and 130°C for C, we get:

-30 < (5/9)(F - 32) < 130

Now we can simplify and solve for F by multiplying all parts of the inequality by 9/5:

-54 < F - 32 < 234

Adding 32 to all parts of the inequality, we get:

-22 < F < 266

Therefore, the compound inequality that represents the Fahrenheit temperature range at which the antifreeze protects the car is:

-22°F < F < 266°F

So, the correct option is: Negative twenty-two is less than F which is less than two hundred sixty-six.

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The height of the screens is 11.1 inches, correct to the nearest 0.1 inch.

Let's call the height of the screens "H" and the width of the smaller screen "W". We know from the question that the width of the smaller screen is 7 inches wider than the height, so W = H + 7.

We also know that the width of the wider screen is 1.8 times the height, so 1.8H = W + 3.

Now we can use the Pythagorean Theorem to find the diagonal measure of each screen. For the smaller screen, the diagonal measure is √(H² + W²) and for the wider screen, it is √(H² + (1.8H)²).

Since the diagonal measure of the wider screen is 3 inches more than the diagonal measure of the smaller screen, we can set up an equation: √(H² + W²) + 3 = √(H² + (1.8H)²).

Substituting W = H + 7 into the equation, we get √(H² + (H + 7)²) + 3 = √(H² + (1.8H)²).

Squaring both sides of the equation and simplifying gives us H² + H² + 14H + 49 + 9 = H² + 3.24H².

Combining like terms and solving for H gives us H = 11.1 inches.

So the height of the screens is 11.1 inches, correct to the nearest 0.1 inch.

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Answer:

D . No because it fails the vertical line test .

Step-by-step explanation:

The approximate probability that the mean annual rainfall during 36 randomly picked years will exceed 103.8 inches is 0.028717.

The annual rainfall in a region has a distribution with a mean of 100 inches and a standard deviation of 12 inches. We need to find out the approximate probability that the mean annual rainfall during 36 randomly picked years will exceed 103.8 inches.

Let the sample size, probability, mean, standard deviation, and z-score be represented by the variables n, P, μ, σ, and z.

μ = 100

s = 12

σ = s/√n = 12/√36 = 12/6 = 2

Now we will calculate the z-score. We consider this a normal distribution.

z = (x - μ)/σ

z = (103.8 - 100)/2

z = 3.8/2 = 1.9

We will now calculate the probability using a z-value table.

P(x > 103.8) = P(z > 1.9)

P = 0.028717

Hence, the approximate probability that the mean annual rainfall during 36 randomly picked years will exceed 103.8 inches is 0.028717.

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All five brothers combined have $20.00 using algebraic equation.

To solve this problem, we first need to find out how much money Peter and his brothers have combined. We know that 30% of the total money is Peter's, so we can use that to find the total amount of money. If $6.00 is 30% of the total, then we can set up an equation:

0.30x = 6.00

To solve for x, we can divide both sides by 0.30:

x = 20.00

This means that the total amount of money that Peter and his brothers have combined is $20.00.

To find out how much each brother contributed, we can divide the total by the number of brothers:

20.00 / 5 = 4.00

So each brother contributed $4.00 to the purchase of the video game.

Therefore, all five brothers combined have $20.00. It is important to remember that in order to find out how much each person contributed, we need to divide the total amount by the number of people involved. In this case, since there were five brothers, we divided the total by 5 to get the individual contribution of $4.00 per brother.

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Answer:

2 rooms

Step-by-step explanation:

To solve this, we need to figure out how many 14/3s go into 28/3. We know this because each room needs 14/3 rolls of wire, and we need to figure out how many rooms the electrician needs to wire with 28/3 rolls.

To find how many 14/3s go into 28/3, we can divide 28/3 by 14/3 to get

(28/3) / (14/3)

= (28/3) * (3/14)

= (28/14)

= 2

2 rooms is our answer

The variable b in terms of the variables a and c is b = ac/(a - c)

From the given formula expressed as

1/a + 1/b = 1/c

We want to express variable b in terms of the variables a and c. We would make variable b the subject of the formula.

Subtracting 1/a from the left hand side of the equation and the right hand side of the equation, it becomes

1/a - 1/a + 1/b = 1/c - 1/a

1/b = 1/c - 1/a

1/b = (a - c)/ac

Taking the reciprocal of the left hand side of the equation and the right hand side of the equation, it becomes

b = ac/(a - c)

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Based on the given answer choices, the correct answer would be 40.

To determine the expected number (mean) of left-handed students in a random sample of 400, we need more information on the percentage of left-handed students in the general population. Assuming that the percentage of left-handed students is missing from your question, I will provide a general approach to solving the problem:

1. Find the percentage of left-handed students in the general population.

2. Multiply this percentage by the total number of students in the random sample (400).

For example, if 10% of students are left-handed, then the expected number of left-handed students in a random sample of 400 would be:

0.10 (percentage) x 400 (sample size) = 40 left-handed students.

So, based on the given answer choices, the correct answer would be 40.

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Answer:

She will actually do it on the 35th day of gym

Answer:

5/7 this is the answer. I hope it is helpful

Answer:

Step-by-step explanation:

2/3+3/4=8/12+9/12=17/12

The final answer is:

∫(1 to infinity) (x³ - 5x) / (x⁵ - 2x³ + 1) dx = (2/5) ln|x - 1| - (2/5) ln|x + 1| + (1/5) arctan x + (1/15) ln|x³ - x² - x + 1| + C,

where C is the constant of integration.

Given Improper Integral is ∫(1 to infinity) (x³ - 5x) / (x⁵ - 2x³ + 1) dx.

In order to compute the value of the above improper integral, we use the partial fraction decomposition method.Let's get started.

To begin with, we need to factor the denominator of the given function:

x⁵ - 2x³ + 1

= (x² - 1)(x³ - x² - x + 1)

After that, we express the function with unknown constants A, B, C, D, and E:

(x³ - 5x) / (x⁵ - 2x³ + 1)

= A / (x - 1) + B / (x + 1) + Cx / (x² + 1) + Dx² + E / (x³ - x² - x + 1)

Multiplying both sides by the denominator

(x⁵ - 2x³ + 1),

and setting

x = 1,

x = -1,

and

x = ±i,

respectively, we get:

A = 2/5,

B = -2/5,

C = 0,

D = 1/5,

E = -1/5.

Now, we rewrite the original integral using partial fraction decomposition:

∫(1 to infinity) (x³ - 5x) / (x⁵ - 2x³ + 1) dx

= ∫(1 to infinity) 2/5 (1 / (x - 1)) - 2/5 (1 / (x + 1)) + 1/5x² - 1/5 (x³ - x² - x + 1)^(-1) dx

The first two integrals are of the form

∫ 1 / (x - a) dx = ln|x - a|,

and the last integral can be evaluated using a substitution, say,

t = x³ - x² - x + 1,

which yields

dt = (3x² - 2x - 1) dx.

Therefore, the final answer is:

∫(1 to infinity) (x³ - 5x) / (x⁵ - 2x³ + 1) dx

= (2/5) ln|x - 1| - (2/5) ln|x + 1| + (1/5) arctan x + (1/15) ln|x³ - x² - x + 1| + C,

where C is the constant of integration.

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Answer: (-2, 5)

Step-by-step explanation: Note that y=2x^2+3x+3 is a function and also a parabola.

Using a table of charts, plugging in -2, we get y = 2(-2)^2+3(-2)+3.

Doing order of operations, we get y = 2(4)+3(-2)+3.

Now we just solve. 2 * 4 is 8. 8 - 6 is 2. 2 + 3 is 5. Thus, the answer is (-2, 5)

Answer:

Row n ---> 27th term is 27.

Row T ---> 27th term is 80.

Step-by-step explanation:

To find the 27th term for the top row, row n, you will use this formula:

an = a1 + f × (n-1)

The first number = 1

The common difference (f) = 1

a27 = 1 + 1 × (27-1)

a27 = 1 + 27 - 1

a27 = 28 - 1

a27 = 27

So, the 27th term is 27.

We will do the same for the row T.

an = a1 + f × (n-1)

The first number = 2

The common difference (f) = 3

a27 = 2 + 3 × (27-1)

a27 = 2 + 81 - 3

a27 = 83 - 3

a27 = 80

So, the 27th term is 80.

9 hundredths is greater than 8 thousandths by 82 thousandths

From the question, we are to determine how much greater 9 hundredths is than 8 thousandths

9 hundredths = 9/100 = 0.09

8 thousandths = 8/1000 = 0.008

Then,

0.09 - 0.008 = 0.082

= 82/1000

≡ 82 thousandths

Hence, 9 hundredths is greater than 8 thousandths by 82 thousandths

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Answer:

€18 is the answer

If you’ve been given an estimate, use that to determine how much £13.50 would be by cross multiplying

The equation of a line is y = -0.5x - 5.5 that is perpendicular to y =2x+5 and passes through the point (-1, -5) in slope-intercept form.

In geometrical mathematics, the slope-intercept form of a line is written as-

y = mx + c

where m is the slope of the line

c is the y-intercept form of the line

The two lines having an angle of 90∘ with each other at the point of intersection are known as the perpendicular lines.

Let us suppose m and m′ are the slopes of two perpendicular lines then-

The point-slope form of a line-

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

Here, \((x_1,y_1)\)is a point on the line.

The equation in the slope-intercept form-

y = 2x + 5

We know that:

The product of slopes of perpendicular lines is -1.  

We can see that the slope m = 2.

If you want a line perpendicular to your function, then the slope would be

m' = -1/m = -1/2

And so, you want your line to go through (-1, -5) Using the point-slope form:

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

\(y-(-5) = -0.5(x-(-1))\)

\(y+5=-0.5(x+1)\)

y + 5 = -0.5x - 0.5

y = -0.5x - 0.5 - 5

y = -0.5x - 5.5

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An "event" is an outcome of a population that has some probability of being selected.

In statistics, an event refers to a specific outcome or combination of outcomes of an experiment or random process. It represents a subset of the sample space, which is the set of all possible outcomes.

For example, let's consider rolling a fair six-sided die. The sample space consists of the numbers 1, 2, 3, 4, 5, and 6. An event could be rolling an even number, which consists of the outcomes 2, 4, and 6. Each of these outcomes has an equal probability of 1/6.

Events can also be combined using logical operators. For instance, the event of rolling a number greater than 3 and less than 6 would consist of the outcome 4 and 5. The probability of this event would be 2/6 or simplified, 1/3.

In summary, an event is a specific outcome or combination of outcomes from a population, and it has a certain probability of being selected.

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An "outcome" is an outcome of a population that has some probability of being selected.

An "outcome" refers to a specific result or observation that can occur in a given situation or experiment. In the context of a population, an outcome represents one possible result that could be selected or observed.

When we talk about a population, we are referring to a group of individuals or items that share a common characteristic. For example, a population could be all the students in a school, all the trees in a forest, or all the cars in a city.

In statistics, we often take samples from populations to make inferences or draw conclusions about the entire population. When selecting a sample from a population, each individual or item in the population should have some probability of being chosen. This ensures that the sample is representative of the population and provides reliable information.

For example, if we want to study the average height of all students in a school, we might randomly select a sample of students from the population (all students in the school). Each student in the population has some chance of being selected, which means each student represents a potential outcome of the sample.

In summary, an outcome in the context of a population refers to a specific result or observation that has some probability of being selected from the population.

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Answer:

The third answer is correct.

Step-by-step explanation:

You are going to translate the smaller quadrilateral (4 sided figure) to the larger quadrilateral.  Then you need the scale factor from the smaller figure to the larger.  

Side EF times the scale factor will give you side AB.  Let's call the scale factor s then our equation would be:

EF x s = AB  To find s divide both sides by EF

\(\frac{EF(s)}{EF}\) = \(\frac{AB}{EF}\)

s = \(\frac{AB}{EF}\)  This is our scale factor.

Helping in the name of Jesus.

The cone is composed of two main shapes that we can find the volume of: a cone-shaped base and a conical frustum (the part above the base that tapers to a point).

The volume of each shape is calculated as follows:

  - The volume of a cone can be found using the formula V_ cone = (1/3)πr²h, where r is the radius of the base and h is the height of the cone.

  - The volume of a conical frustum can be calculated using the formula V_ frustum = (1/3)πh(R² + r² + Rr), where R is the radius of the larger base, r is the radius of the smaller base, and h is the height of the frustum.

To find the volume of the composite shape, we need to determine the dimensions of the cone and the frustum. Once we have the measurements for the radius and height, we can plug them into the respective volume formulas and add the volumes together to get the total volume of the properly filled cone. The specific measurements and calculations will depend on the dimensions provided by Mr. Robbins or any given scenario.

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Note: Consider all the numeric values are in the fraction form. Like \(14\to \dfrac{1}{4}\), \(23\to \dfrac{2}{3}\) etc.

Given:

A recipe calls for \(\dfrac{1}{4}\) cup of brown sugar for every \(\dfrac{2}{3}\) cup of white sugar.

To find:

The number of cups of brown sugar that are required for every cup of white sugar.

Solution:

We know that,

Required brown sugar for \(\dfrac{2}{3}\) cup of white sugar =  \(\dfrac{1}{4}\) cup

Using this, we get

Required brown sugar for 1 cup of white sugar =  \(\dfrac{\dfrac{1}{4}}{\dfrac{2}{3}}\) cup

                                                                              \(=\dfrac{1}{4}\times \dfrac{3}{2}\) cup

                                                                              \(=\dfrac{3}{8}\) cup

So, \(\dfrac{3}{8}\) cup of brown sugar is required for every cup of white sugar.

Therefore, the correct option is B.

To identify the x- and y-intercepts of the equation 3x - 4y = 12, follow these steps. Therefore, the x- and y-intercepts are (4,0) and (0,-3), respectively.

To find the x-intercept, we set y = 0 and solve for x:
3x - 4(0) = 12
3x = 12
x = 4
So the x-intercept is (4,0).

To find the y-intercept, we set x = 0 and solve for y:
3(0) - 4y = 12
-4y = 12
y = -3
So the y-intercept is (0,-3).

1. Find the x-intercept by setting y = 0 and solving for x:
3x - 4(0) = 12
3x = 12
x = 4
The x-intercept is at the ordered pair (4, 0).
2. Find the y-intercept by setting x = 0 and solving for y:
3(0) - 4y = 12
-4y = 12
y = -3
The y-intercept is at the ordered pair (0, -3).
So, the x- and y-intercepts are (4, 0) and (0, -3), respectively.

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