Evaluate E

Please I need help with this its due

I will mark you as brainliest please

Answer:

23% chance

Step-by-step explanation:

There are a total of 26 students in the class, and 6 of them play basketball and 15 of them play baseball. This means that there are 6 + 15 - 9 = 12 students who play either basketball or baseball, and 9 students who play neither.

Of the 12 students who play either basketball or baseball, 6 of them play basketball and 15 of them play baseball, so there are 6 students who play both basketball and baseball. This means that the probability that a student chosen randomly from the class plays both sports is 6 / 26 = 0.23, or 23%.

Answer:

A=h(b+c) solve for c

First, multiply h to b and c

A = hb + hc

Then, transfer hb to the other side and change its sign from positive to negative.

A – hb = hc

To get c, Divide both sides by h

(A – hb)/h = hc/h

(A - hb)/h = c  OR c = (A – hb)/h

Example. Let us assume the following. A = 500 ; h= 10;b= 20; c= ?

c = (A – hb)/h

c = (500 – (10*20))/10

c = (500 – 200)/10

c =  300/10

c = 30

To check; use the original equation given.

A = h(b+c)

A = 10(20+30)

A = 200 + 300

A = 500. same as the figure given in the example.

\(\displaystyle\\Answer:\ b=\frac{A-hc}{h}\)

Step-by-step explanation:

\(\displaystyle\\A=h(b+c)\\A=hb+hc\\A-hc=hb+hc-hc\\A-hc=hb\\Divide\ both\ parts\ of\ the\ equation\ by\ h(h\neq 0):\\\frac{A-hc}{h}=b\\ Hence,\\b=\frac{A-hc}{h}\)

a. The number of passengers for each cruise line in thousands:

4,133,000 passengers ÷ 1,000 = 4,133 passengers

2,369,000 passengers ÷ 1,000 = 2,369 passengers

1,295,000 passengers ÷ 1,000 = 1,295 passengers

928,000 passengers ÷ 1,000 = 928 passengers

679,000 passengers ÷ 1,000 = 679 passengers

So, the answer is 4,133; 2,369; 1,295; 928; 679.

b. The mean number of passengers can be found by adding the number of passengers for each cruise line and then dividing the total by the number of cruise lines, which is 5.

(4,133 + 2,369 + 1,295 + 928 + 679) ÷ 5 = 10,514 ÷ 5 = 2,102.8 passengers

So, the mean number of passengers is 2,102.8 passengers.

c. The range is the difference between the highest and lowest number of passengers, which is:

4,133 - 679 = 3,454 passengers

So, the range is 3,454 passengers.

d. The standard deviation can be calculated using the formula for the standard deviation of a sample. However, this calculation is quite complex and requires a significant amount of mathematical knowledge and computational resources. Without access to those resources, the standard deviation cannot be calculated

The standard deviation is a measure of the amount of variation or dispersion from the mean. It shows how spread out the values in a set of data are. To calculate the standard deviation, the difference of each value from the mean is squared and then divided by the number of items in the set. The standard deviation provides a way to quantify the degree of variation of the values around the mean. It is a useful tool for understanding how much each value in a set deviates from the average.

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Answer: B

Step-by-step explanation:

x+9<78 => x< 78-9=> x< 69 => b right

Answer:

B.44,50,54,68

Step-by-step explanation:

40+9<78

50+9<78

54+9<78

68+9<78

This looks simple I belive the answer would be 35 because 4^x + 31^x = 35^x

\(\frac{AB}{A"B"} = \frac{1}{4}\)  equation clearly illustrates how AABO and AA"B"C relate to one another.

An equation is, for instance, 3x - 5 = 16. We can solve this equation and determine that the value of the variable x is 7.

The three main types of linear equations are the slope-intercept form, standard form, and point-slope form.

Considering the data:

Dilation by a scale factor of 4 from the origin in the form of an A'B'C' reflection over x = 1

<=> The two triangles are comparable to one another since triangles can have the same shape but differ in size, so A′′B′′C′′ is 4 times larger than ABC.

=> the connection between "ABC" and "A"B"C" .

\(\frac{AB}{A"B"} = \frac{1}{4}\)

We settle on C.

\(\frac{AB}{A"B"} = \frac{1}{4}\)  equation clearly illustrates how AABO and AA"B"C relate to one another.

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Step-by-step explanation:

\(m = - \frac{2}{3} \\ ( - 10 ,\: 8) = (x_1,y_1)\)

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

Plug in the values into the equation

\(y - 8 = - \frac{2}{3} (x - ( - 10)) \\ y - 8 = - \frac{2}{3}( x + 10) \\ \)

\(y - 8 = - \frac{2}{3} x - \frac{20}{ 3 } \\ y = - \frac{2}{3} x - \frac{20}{3} + 8 \\ \)

\(y = - \frac{2}{3} x + \frac{4}{3} \)

To solve for x-intercept , Arrange the values in

\(ax + by + c = 0\)

=

\( - \frac{2}{3} x - y + \frac{4}{3} = 0\)

To find x-intercept .let y = 0 in the above equation

\( - \frac{2}{3} x - y + \frac{4}{3} = 0 \\ - \frac{2}{3} x - 0 + \frac{4}{3} = 0 \\ \)

\( - \frac{2}{3} x + \frac{4}{3} = 0 \\ - \frac{2}{3} x = - \frac{4}{3} \)

Solve for x ;

\(x = 2\)

To find y intercept , let x = 0

and solve for y .

I hope it helps <3

y = mx + b    

m = -²/₃ and line pases  through (-10, 8) so:

8 = -²/₃(-10) + b

8 = ²⁰/₃ + b

b = 8 - ²⁰/₃

b = 8 - 6²/₃

b = 1¹/₃

b = ⁴/₃

Slope Intercept Form:

x-intercept:

-²/₃x + ⁴/₃ = 0

-²/₃x =- ⁴/₃

x = - ⁴/₃ ÷(-²/₃)

x = 2                  

y-intercept:

y =  -²/₃•0+ ⁴/₃ =  ⁴/₃

Answer:

8

Step-by-step explanation:

I just finished the test and recognized this question and thought I should help. :)

Answer:

filthy Frank always told ppl who had anime pic where weeaboos

To convert 345 milliliters to liters, the proportion you should use is:1 L = 1000 mL.

The above conversion implies that 1 liter is equal to 1000 milliliters. Therefore, to convert milliliters to liters, you should divide the number of milliliters by 1000. This means that the answer will be in liters. The proportion used is shown below:$$\frac{345 \text{ mL}}{1} \times \frac{1\text{ L}}{1000\text{ mL}}= \frac{345}{1000} \text{ L}= 0.345 \text{ L}$$Therefore, 345 milliliters is equal to 0.345 liters when converted using the above proportion.

The litre is a metric volume unit . Although the litre is not a SI unit, it is classified as one of the "units outside the SI that are accepted for use with the SI," along with units like hours and days. The cubic metre (m3) is the SI unit for volume.

A millilitre is a metric unit of volume that is equal to one thousandth of a litre (also written millilitre or mL). The International System of Units (SI) accepts it as a non-SI unit for usage with its system. In terms of volume, it is exactly equal to one cubic centimetre (cm3, or non-standard, cc).

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Answer:

C. median

Step-by-step explanation:

AD is median because it's dividing BC in two equal parts.

In linear equation, The sides of the triangle on the drawing should be 6 inches, 8 inches, and 9 inches.

What in mathematics is a linear equation?

An algebraic equation B. y=mx+b (where m is the slope and b is the y-intercept) containing simple constants and first-order (linear) components, such as the following, is called a linear equation.

                           The above is sometimes called a "linear equation in two variables" where x and y are variables. Equations in which the variable is power 1 are called linear equations. axe+b = 0 is a one-variable example where a and b are real numbers and x is a variable. 

A triangle with sides 12 feet, 16 feet, and 18 feet on a drawing where 1 inch = 2 feet.

Then, 1 feet of original triangle = 1/2 inch on drawing.

Now, the sides of the triangle on the drawing are

12 feet = 1/2 * 12 = 6 in

12 feet = 1/2 * 16 = 8 in

12 feet = 1/2 * 18 = 9 in

Hence, the sides of the triangle on the drawing should be 6 inches, 8 inches, and 9 inches..

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Answer:

51°

Step-by-step explanation:

Answer:     Seven hundred thirteen point forty-nine.

Step-by-step explanation:    Hope this helps ;)

According to Siegler, the pattern of learning math concepts involves a gradual development and refinement of strategies. Siegler's theory, known as the overlapping waves model, suggests that learners use multiple strategies simultaneously and gradually shift towards more efficient ones over time. This process allows for a better understanding and application of math concepts, ultimately leading to improved problem-solving skills.

According to Siegler, the pattern of learning math concepts involves a gradual progression from using counting strategies to more efficient and accurate strategies. Children initially rely on counting strategies to solve math problems, such as counting fingers or objects. As they progress, they begin to use more advanced strategies, such as decomposition or mental math, which allow them to solve problems more quickly and accurately. Siegler also emphasizes the importance of practice and repetition in developing math skills and the role of feedback and instruction in promoting learning. Overall, Siegler's theory suggests that children's math skills develop through a combination of innate abilities and environmental factors, including exposure to math concepts and opportunities for practice and instruction in time.

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Step-by-step explanation:

Best Gifts for 13-Year-Old Girls!

Firefly String Lights.

Wreck this Journal.

Fujifilm Instax Mini 9 Camera.

Tulip 18 Color Tie-Dye Kit.

VicTsing Bluetooth Shower Speaker.

DIY Lip Balm Kit.

Mkay Wireless Over-Ear Headphones.

Becoming Me Journal.

American girl doll

Gymnastics set

Girl who's  14

Best Gifts for a 14 Year Old Girl

Money or Gift Cards.

Electronics, Gadgets and Accessories.

Clothes and Shoes.

A Good Book or Two if she's an avid reader.

For the movie loving girl.

Something for 14 year olds who love music.

For the Creative Mind.

For the Sport Loving Teen.

Answer:

hi

Step-by-step explanation:

Firefly String

Shoes.

iphone 11

Answer:

1x^2-5

Step-by-step explanation:

10x^2+3x

13x^2-6x^2

7x^2-6x

1x^2

-8+3=-5

Answer:

x = 2

Step-by-step explanation:

First isolate the variable:

10x - 4 = 16

      +4   +4

10x = 20

Then get x by itself:

10x = 20

x = 20/10

x = 10

Answer:

A

Step-by-step explanation:

I just used Pythagorean Theorem for this one

I hope this helps!!

The main difference between a quantile-based interval and a highest posterior density interval is that the former is based on the spread of the distribution while the latter is based on the shape of the posterior distribution.

While both intervals provide information about the range of plausible parameter values, the HPD interval is often considered to be a more accurate and informative estimate.

A quantile-based interval is a range of values for a parameter that contains a specific percentage of the distribution. For example, a 95% quantile-based interval contains the range of values that make up 95% of the distribution. This interval can be useful for understanding the spread of the distribution.

On the other hand, a highest posterior density (HPD) interval is the narrowest range of values for a parameter that contains a certain level of credibility, typically 95%. This interval is calculated based on the shape of the posterior distribution and is designed to capture the most likely range of values for the parameter. The HPD interval is often preferred over the quantile-based interval because it provides a more precise estimate of the parameter value and takes into account the shape of the distribution, rather than just the spread of the data.

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The values of such following quantities are (A), 1.345, (B), 1.761, (C), 1.706, (D), 1.676, and (E), 2.678 according to the stated statement.

Any logical combining of a number, changeable, or other quantity is referred to as a quantity in a mathematical equation. For example, the equation x + 6 = Fifteen denotes four different numbers: 6, 15, x, and the sum of x plus 6, or x + 6. The concept is that just being exposed to something increases our likelihood of like it more. We are far more likely to enjoy someone or something the more often we interact with them.

The following table lists the quantities of the quantities:

(A). Here,

\($\alpha=0.10, d f=14$$t_{0.10,14}=1.345$\)

(B). Here,

\($\alpha=0.05, d f=14$$t_{0.05,14}=1.761$\)

(C). Here,

\($\alpha=0.05, d f=26$$$t_{0.05,26}=1.706$$\)

(D). Here,

\($\alpha=0.05, d f=50$$$t_{0.05,50}=1.676$$\)

(E). Here,

\($\alpha=0.005, d f=50$$$t_{0.005,50}=2.678$$\)

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The linear function in the list of options is the table 1

A function is linear if it has a constant rate of change, which means that the change in y for any two points is proportional to the change in x.

This is the same as saying that the function's graph is a straight line.

For table 1

Therefore, the first table represents a linear function.

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Answer:

a. y = -3/4x + 4

Step-by-step explanation:

to figure this out, you have to start with process of elimination.

you can start with the y-intercept, with us the point of the equation that falls on the y-axis. since the y-intercept is on +4, you can eliminate b and c

now, we need to find the slope. since the slope is on a downwards tilt, it has to be a negative number. this leaves you with a being the correct answer

The value of a in the given figure is 7.5.

Given is a figure we need to simplify for the values of the angles in it,

Using the vertical angle theorem,

4a = 2b+6

2a = b+3........(i)

Also,

12b+6 + 2b+6 = 180 [linear pair angle]

14b+12 = 180

7b+6 = 90

7b = 84

b = 12

Put b = 12 in equation (i)

2a = 12+3

2a = 15

a = 7.5

Hence, the value of a in the given figure is 7.5.

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In terms of π, the area of the circle is 2.25π yd².

So, the radius of circle(r) = 1.5 yd

The area of the circle is given by:

Therefore, in terms of π, the area of the circle is 2.25π yd².

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The point at which the direction of fastest change of the function f(x, y) = x² + y² - 2x - 6y is in the direction of vector i + j is (3/2, 7/2).

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

To find the points at which the direction of fastest change of the function f(x, y) = x² + y² - 2x - 6y is in the direction of vector i + j, we need to find the gradient vector of the function and equate it to the given direction vector.

The gradient vector of the function f(x, y) is given by:

∇f(x, y) = [∂f/∂x, ∂f/∂y]

Taking partial derivatives of f(x, y) with respect to x and y:

∂f/∂x = 2x - 2

∂f/∂y = 2y - 6

Setting the gradient vector equal to the given direction vector i + j:

[2x - 2, 2y - 6] = [1, 1]

Equating the corresponding components, we have:

2x - 2 = 1

2y - 6 = 1

Solving these equations, we get:

2x = 3  =>  x = 3/2

2y = 7  =>  y = 7/2

Therefore, the point at which the direction of fastest change of the function f(x, y) = x² + y² - 2x - 6y is in the direction of vector i + j is (3/2, 7/2).

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Answer:

8/9

Step-by-step explanation:

The probability that the number chosen is a multiple of 9 is 1/9, so the probability that it isn't a multiple of 9 is 1 - (1/9) = 8/9

Answer:

the difference of the mean in the case of mean absolute deviation is 2.5

Step-by-step explanation:

The computation of the difference of the mean is shown below:

Difference is of

= B - A

= 47 - 42

= 5

Now the difference of the mean is

= 5 ÷ 2.5

= 2.5

Hence, the difference of the mean in the case of mean absolute deviation is 2.5

The same would be relevant

The required bearing angle of town B from Thomas is 75°.

We have,

Bearing is basically an angle that is measured clockwise from the north. Bearing are generally written in three figure.

Given that

Thomas is facing towards town A, which is at a bearing of 300°.

Implies that town A is 300° from north.

If Thomas turns 135° clockwise, then he faces towards town B,

The bearing angle will be 300+135 = 435°

Since, one complete round makes angle 360°, therefore

The required bearing angle = 435 - 360 = 75

The bearing angle of town B from Thomas is 75°.

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