Angela bought 10 stamps that cost $1 or $1.20.
Altogether, her total was $11. How many of each $1 stamps and how many of
each $1.20 stamps did she buy?​

Answer:

34

Step-by-step explanation:

8 1/2 x 4

Answer:

|n - 27| > 14

Answer:

| n - 27| > 14

Step-by-step explanation:

The correct statement is: A. P(E) = 0.3. The probability of event E, denoted as P(E), is equal to 0.3.

To determine the correct answer, let's analyze the given information.

We know that events D and E are independent, which means that the occurrence of one event does not affect the probability of the other event happening.

Given:

P(D) = 0.6

P(D and E) = 0.18

Since events D and E are independent, the probability of both events occurring (P(D and E)) can be calculated as the product of their individual probabilities:

P(D and E) = P(D) * P(E)

Substituting the given values:

0.18 = 0.6 * P(E)

To find the value of P(E), we can rearrange the equation:

P(E) = 0.18 / 0.6

P(E) = 0.3

Therefore, the correct answer is A. P(E) = 0.3.

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The Absolute minimum and maximum values of the function are:

Absolute minimum value = (0.1, 0.2)

Absolute maximum value = (1, 2)

We have,

The function f(x) = 2x is continuous and differentiable for all values of x in the interval [0.1, 1].

To find the absolute maximum and minimum values of f(x) on this interval, we need to find the critical points of the function, which are the points where the derivative of the function is zero or undefined, and the endpoints of the interval.

The derivative of f(x) is f'(x) = 2, which is a constant function that is always defined and never zero.

Therefore, there are no critical points in the interval [0.1, 1].

The endpoint values of the interval are f(0.1) = 0.2 and f(1) = 2.

Therefore, the absolute minimum value of f(x) on the interval [0.1, 1] is f(0.1) = 0.2, which occurs at x = 0.1,

The absolute maximum value of f(x) on the interval [0.1, 1] is f(1) = 2, which occurs at x = 1.

So, the location and value of the absolute extreme values of the function f(x) on the interval [0.1, 1] are:

Absolute minimum value: (0.1, 0.2)

Absolute maximum value: (1, 2)

Thus,

Absolute minimum value: (0.1, 0.2)

Absolute maximum value: (1, 2)

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To make 3 cups of water that is 110 degrees Fahrenheit, we must combine 1.71 cups of hot tap water with 1.29 cups of chilled water.

To solve the problem,

Find a way to mix the hot tap water and refrigerated water to get 3 cups of water at 110 F.

Here's how we can do it:

Start by measuring out the hot tap water.

Let's assume this "x" cups.

Now figure out how much refrigerated water we need to add to get to 3 cups total.

Subtracting "x" from 3. So we need 3 - x cups of refrigerated water.

Now we need to find the temperature of the mixture.

We know that the hot tap water is at 140 F and the refrigerated water is at room temperature, which is typically around 70 F.

To find the temperature of the mixture, we can use the following equation:

(T1 x V1) + (T2 x V2) = T3 x V3

Where T1 is the temperature of the hot tap water,

T2 is the temperature of the refrigerated water,

T3 is the temperature of the mixture (which we want to be 110 F),

V1 is the volume of the hot tap water,

V2 is the volume of the refrigerated water, and

V3 is the total volume of the mixture (which is 3 cups).

Plugging in the numbers, we get:

⇒(140x) + (70(3 - x)) = (110)( 3)

Simplifying this equation, we get:

140x + 210 - 70x = 330

70x = 120

x = 1.71 cups of hot tap water

So we need to mix 1.71 cups of hot tap water with 1.29 cups of refrigerated water to get 3 cups of water at 110 F.

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Answer: 27%

Explantion:

1026/3800 =x/100

cross mulitply and get 102600 then divid both sides by 3800.  

Answer:

27

Step-by-step explanation:

r

The probability that all 6 flips result in heads is 1/64

The given coin is flipped 6 times. The number of heads and tails could vary from 0 to 6.Let H be the number of heads and T be the number of tails. Then the possible values of H and T are, H=0 and T=6 H=1 and T=5 H=2 and T=4 H=3 and T=3 H=4 and T=2 H=5 and T=1 H=6 and T=0

For the given question, it is given that more heads are flipped than tails.So the possible values of H are 4, 5 and 6.So the total number of possible outcomes with more heads than tails is the sum of the possible outcomes with 4, 5 and 6 heads which is, 1+6+15 = 22 (from the combinations formula)Now, the probability that all 6 flips result in heads, given more heads are flipped than tails is,

P(all 6 are heads) = P(H > T) × P(all 6 are heads | H > T)P(H > T) = 22/64

P(all 6 are heads | H > T) = 1/21 (there is only one possibility where all 6 flips are heads)

P(all 6 are heads) = P(H > T) × P(all 6 are heads | H > T) = (22/64) × (1/21) = 1/64

Therefore, the probability that all 6 flips result in heads, given more heads are flipped than tails is 1/64.

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The age of the decaying sample according to the decay formula is 42,009 years.

The rate of radioactive carbon-14 decay depends on the function

\(A(t) = A_{0} e^{-0.0001216t}\)

where \(A_{0}\) is the quantity found in living plants and animals, t is in years, and is the age.

60% of the carbon-14 of a current-day sample was present in a sample taken from a refuse deposit close to the Strait of Magellan. We need to evaluate the age of the sample,

A = 60 % of \(A_{0}\) = (3/5)\(A_{0}\)

Putting this in the decay equation, we have,

\(\frac{3}{5} A_{0} = A_{0} e^{-0.0001216t}\\\\ 0.6= e^{-0.0001216t}\\ \\ln0.6 = -0.00001216t\\\\-0.51082 = -0.00001216t\\\\t = 42,008.68\)

Thus, the age of the sample is 42,009 years.

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a. Pair 2 is selected.

b. Respiratory system, its function is to breathe. Digestive system, its function is to break down food into nutrients.

c. The two systems work together by sharing the region of the mouth and upper throat.

First picture in Pair 2 is Respiratory system, which its function is to breathe. Second picture in Pair 2 is Digestive system, which its function is to break down food into nutrients such as carbohydrates, fats and proteins. The respiratory system takes in oxygen from the air, and also gets rid of carbon dioxide. The digestive system absorbs water and nutrients from the food we consume.

The respiratory system is mainly used to transport air, whilst the digestive system is used to transport fluids and solids, from water and food we eat. The respiratory and the digestive systems share the area of the mouth and upper throat, in which air, fluids, and solids can be mixed.

The digestive system does homeostasis by ensuring that the stomach area has the right pH balance. The body uses both positive and negative mechanisms to perform homeostasis. If the body detects an imbalance, the other systems work together to counterbalance and restore the right equilibrium.

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Answer:

There is no solution for this equation.

Step-by-step explanation:

After the EEOC completes its investigation in an employment discrimination case, the outcomes can include resolution attempts, lawsuits, or issuing a Notice of Right to Sue to the complainant.

After the Equal Employment Opportunity Commission (EEOC) completes its investigation in an employment discrimination case, several outcomes are possible:

The EEOC may find reasonable cause to believe that discrimination has occurred. In this case, they may attempt to resolve the matter through informal methods such as mediation or settlement negotiations. If these efforts fail, the EEOC may file a lawsuit against the employer on behalf of the aggrieved individual(s).

If the EEOC does not find reasonable cause, they will issue a Notice of Right to Sue to the individual who filed the complaint. This allows the individual to pursue a lawsuit against the employer independently.

In some cases, the EEOC may determine that further investigation is needed, and they may request additional information or evidence from both the complainant and the employer.

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Answer:

yes they do

Step-by-step explanation:

they share a ray

Answer:

its 36 dollars

Step-by-step explanation:

27 + x = 62

x = 62 - 27

x = 36

Answer:

A = 50°

Step-by-step explanation:

\((2x - 10) + (x + 30) + 70 = 180 \\ 2x + x = 180 + 10 - 30 - 70 \\ 3x = 90 \\ x = \frac{90}{3} \\ x = 30\)

Then

\(a = 2x - 10 \\ a = 2(30) - 10 \\ a = 60 - 10 \\ a = 50\)

\(\mathfrak{\huge{\orange{\underline{\underline{AnSwEr:-}}}}}\)

Actually Welcome to the Concept of the Triangles.

Since we know that, the Angle sum property of a triangle is equal to 180°.

means that, <A + <B + <C = 180°

so we can write as,

==> 2x-10 + x + 30 +70 = 180°

===>3x +90 = 180

==> 3x = 90

hence, x = 30°

so now, substitute angle x,

So angle A is => 2(30)-10 => 60-10 = 50°

hence Angle A = 50°.

Answer:

Who is at the trail start at 9:00 a.m.? : Andy

Who runs fastest? : Caedin

When do Andy and Berta cross paths? : 9:08 am

Who is closest to the 1.5 mile mark after 6 minutes? : Berta

Step-by-step explanation:

assignment

Answer: think its c

Step-by-step explanation:

I believe the answer is 18%

Answer:

2

Step-by-step explanation:

If you read for instance January to August, the chart looks like-

January- 2

February- 4

March- 6

April- 8

May-10

June- 12

July-14

August- 16

So reading 2 every month for 8 months is 8x2=16

To compare the means of three independent sections, three separate independent sample t-tests were conducted. The p-values for each pairwise comparison are as follows: the p-value for comparing sections 1 and 2 is 0.2458, the p-value for comparing sections 1 and 3 is 0.0267, and the p-value for comparing sections 2 and 3 is 0.3667. Based on a significance level of α = 0.05, the pairwise comparison of sections 1 and 3 indicates a statistically significant difference in means.

In the first pairwise comparison between sections 1 and 2, the p-value of 0.2458 is greater than the significance level of α = 0.05. Therefore, we do not have sufficient evidence to conclude that there is a statistically significant difference in means between sections 1 and 2.

In the second pairwise comparison between sections 1 and 3, the p-value of 0.0267 is less than the significance level of α = 0.05. This indicates that there is a statistically significant difference in means between sections 1 and 3.

In the final pairwise comparison between sections 2 and 3, the p-value of 0.3667 is greater than α = 0.05. Hence, we do not have enough evidence to conclude that there is a statistically significant difference in means between sections 2 and 3.

Therefore, based on the conducted t-tests, the only pair of groups that have statistically significantly different means at the 0.05 significance level is sections 1 and 3.

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Carina needs to hit the ball at a height of about 3.04 feet to clear the net and land in the service box.

What is the trigonometric ratio?

There are six trigonometric ratios- sine(sin), cosine(cos), tangent(tan), cotangent(cot), secant(sec), cosecant(cosec). Let θ be the angle of the right-angled triangle then, sin θ = opposite side/hypotenuse or 1/cosθ.

To determine the height Carina needs to hit the ball to clear the net and land in the service box, we can use the following steps:

Draw a bird's-eye view diagram of the tennis court, including the net, the service box, and the path of the ball.

Draw a side view diagram of Carina and the ideal path of the tennis ball, including the measurements that are needed from the bird's-eye view diagram.

Use trigonometry to calculate the height Carina needs to hit the ball.

Determine whether it is reasonable for Carina to reach this height, given her height of 5'7".

Calculate the angle at which the ball hits the ground.

Here are the steps in more detail:

Bird's-eye view diagram:

We can draw a bird's-eye view diagram of the tennis court, with the net located at the center and the service box 21 feet away from the net. The distance from the net to the service box is (78-21)/2 = 28.5 feet. We can label the diagram with these distances and the height of the net (3 feet).

Side view diagram:

Next, we can draw a side view diagram that shows Carina, the ideal path of the tennis ball, and the measurements that are needed from the bird's-eye view diagram. We can label the diagram with the height of the tennis racket (h) and the distance from the racket to the net (x). We also need to label the height Carina needs to hit the ball to clear the net (y) and the height of the net (3 feet).

Calculate the height Carina needs to hit the ball:

To calculate the height Carina needs to hit the ball, we can use the following trigonometric formula:

tan(θ) = y / x

where theta is the angle between the ideal path of the ball and the ground, y is the height Carina needs to hit the ball, and x is the distance from the racket to the net.

Solving for y, we get:

y = x * tan(θ)

We know that x = 21 feet, and we can estimate that the angle theta is about 8 degrees (since the ball needs to clear the net by at least 3 feet). Plugging in these values, we get:

y = 21 * tan(8) = 3.04 feet

So Carina needs to hit the ball at a height of about 3.04 feet to clear the net and land in the service box.

Determine whether it is reasonable for Carina to reach this height:

Carina's height is 5'7", which is equivalent to 67 inches.

If we assume that Carina's arm reaches to about shoulder height, which is roughly halfway between her height and the height she needs to hit the ball (3.04 feet), then she would need to hit the ball about 1.5 feet above her shoulder.

This seems like a reasonable height for a skilled tennis player.

Calculate the angle at which the ball hits the ground:

To calculate the angle at which the ball hits the ground, we can use the following trigonometric formula:

tan(θ) = y / (x + d)

where d is the distance from the net to where the ball lands. We know that y = 3.04 feet, x = 21 feet, and d = 21 + 21 = 42 feet (since the ball travels the same distance on the other side of the court). Plugging in these values, we get:

tan(θ) = 3.04 / 42

θ = arctan(3.04 / 42)

θ = 0.07225

Hence, Carina needs to hit the ball at a height of about 3.04 feet to clear the net and land in the service box.

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Answer:

A= y−2B/2

​

Step-by-step explanation:

Its in a fraction form

Answer:

15

If you simplify 25;15 then it is 5;3

Answer:

this can be the answer

because in given question there is no relation between equations

a. The probability that a random person traveled by car, bus or bicycle is 0.9 or 90%.

b. None of the people travelled by any other means.

a) To calculate P(car, bus or bicycle), we need to find the probability that a person picked at random from the group traveled to work by car, bus, or bicycle. This can be done by adding the individual probabilities of each mode of transport:

P(car, bus or bicycle) = P(car) + P(bus) + P(bicycle)

P(car, bus or bicycle) = 47% + 0.13 + 3/10

To calculate this sum, we need to convert the percentages to decimals:

47% = 47/100 = 0.47

3/10 = 0.3

Now we can calculate the sum:

P(car, bus or bicycle) = 0.47 + 0.13 + 0.3 = 0.9

Therefore, the probability that a person picked at random from the group traveled to work by car, bus, or bicycle is 0.9 (or 90%).

b) No, none of the people in the group traveled to work in a different way. Since we have accounted for all the modes of transport (car, bus, and bicycle) in our calculation of P(car, bus or bicycle), there is no room for any other means of transportation.

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The functions that have complex roots are b and d.

Complex roots are the imaginary root of polynomial functions. The complex roots are represented as α = a + ib, and β = c + id.

When the quadratic equation has a discriminant value less than zero will have imaginary roots.

Out of the given functions, a ,b, c, and d, the function with complex roots are b and d.

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Answer:

b &d is correct. i just took the test. :)

Step-by-step explanation:

Using geometric sequence concepts, it is found that:

A geometric sequence is a sequence in which the result of the division of consecutive terms is always the same, called common ratio q.

The nth term of a geometric sequence is given by:

\(a_n = a_1q^{n-1}\)

In which \(a_1\) is the first term.

As a function of the mth term, the nth term is given by:

\(a_n = a_mq^{n - m}\)

Hence, considering the 8th and the 11th term, the common ratio is found as follows:

\(a_{11} = a_8q^3\)

\(32q^3 = 256\)

\(q^3 = 8\)

q = 2.

Then, considering the 11th term and the common ratio, the 13th term is given as follows:

\(a_{13} = a_{11}q^2 = 256 \times 2^2 = 1024\)

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Answer:

Yes because its a pattern of sixes???

Answer:

No

Step-by-step explanation:

There is no common ratio between these numbers

12/6 = 2

18/12 = 1.5

24/18 1.333 etc

However, this is an arithmetic progression as it has a common difference of 6

The equation x = z represents a line in three-dimensional space that passes through the origin and has a slope of 1.

The equation x = z represents a line in three-dimensional space. In this case, the line is a diagonal line that extends infinitely in both the positive and negative directions. It passes through the origin (0, 0, 0) and has a slope of 1.

To understand this visually, imagine a coordinate system with x, y, and z axes. The line x = z can be represented by points such as (1, 0, 1), (-2, 0, -2), (3, 0, 3), and so on. These points all lie on the line where the x and z coordinates are equal.

You can also think of this equation as saying that the x-coordinate of a point is always equal to its z-coordinate. So if you have a point like (2, 0, 2), the x and z coordinates are equal, satisfying the equation x = z.

In terms of the region represented by this equation, it's a straight line that extends infinitely in both the positive and negative directions in the x-z plane. All points on this line have the property that their x and z coordinates are equal.

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The equation x = z represents a line in a three-dimensional coordinate system.

The equation x = z represents a line in a three-dimensional coordinate system. In this equation, the x-coordinate is always equal to the z-coordinate. This means that for any point on the line, the x-coordinate and the z-coordinate have the same value.

To understand this visually, imagine a three-dimensional coordinate system with x, y, and z axes. When x = z, it means that the points on the line have the same x and z values, while the y-coordinate can take any value. This line extends infinitely in both the positive and negative directions along the x and z axes.

For example, if we take the point (1, 2, 1) on this line, we can see that the x-coordinate (1) is equal to the z-coordinate (1). Similarly, if we take the point (-2, 5, -2), the x-coordinate (-2) is equal to the z-coordinate (-2).

In conclusion, the equation x = z represents a line in a three-dimensional coordinate system where the x-coordinate is always equal to the z-coordinate.

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