Problem:

Ford cut a whole pizza into 8 equal parts. He gave 2 slices to each
brothers and ate the rest. What part did each one get?

Question:

1.)To whom did Ford give the 2 slices of pizza?

2.)How did he divide the pizza?

3.) What do you call a part of it?









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The Venn diagram for (D ⋃ E) ⋃ F will be the ovarlapped region of D,E and F.

To represent the sets D, E, and F in the Venn diagram, we first construct three overlapping circles. Then, beginning with the innermost operation and moving outward, we shade the regions corresponding to the set operations in the expression.

We shade the area where the circles for D and E overlap because the equation (D ⋃ E)  denotes the union of the sets D and E. All the elements in D, E, or both are represented by this area.

The union of (D ⋃ E) with F is the next step. This indicates that we darken the area where the circle for F crosses over into the area that we shaded earlier. All the components found in sets D, E, F, or any combination of these sets are represented in this region.

The final Venn diagram should include three overlapping circles, with (D ⋃ E) ⋃ F shaded in the area where all three circles overlap.

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The probability of a coin landing on heads 4 times in a row is 1/16 or, 6.25%, the probability of flipping a coin and it landing heads is 1/2 or, 50%, the probability that exactly four students toss heads at least 4 times each is 1/16 or, 6.25%, and the probability of getting heads both times the coin is flipped is 0.25.

There are different situations for us stated as -

(a) What is the probability of a coin landing on heads 4 times in a row?

(b) What is the probability of flipping a coin and it landing heads?

(c) What is the probability that exactly four students toss heads at least 4 times each?

(d)What is the probability of flipping a coin and getting heads both times?

We have to find out the probability of the given situations happening.

(a) It is known to us that a coin is flipped.

We have to determine the probability of this coin landing on heads 4 times in a row.

In order to get 4 heads in a row, the coin should be flipped 4 times.

For n (say) number of heads, the value of n = 0, 1, 2, 3, 4

Total number of possible outcomes = 16

It can be concluded that there is only one possible outcome that will result in the coin landing on 4 heads where each flip ends up as a head.

So, the probability = 1/16

Thus, the probability of a coin landing on heads 4 times in a row is 1/16 or, 6.25%.

(b) It is known to us that a coin is flipped.

We have to find out the probability of this flipped coin landing on heads.

When a coin is flipped in the air, there is always 50% chance of the coin landing on heads and a 50% chance of the coin landing on tails.

So, the probability = 1/2

Thus, the probability of flipping a coin and it landing heads is 1/2 or, 50%.

(c) It is known to us that exactly four students toss coins.

We have to determine the probability that exactly four students toss heads at least 4 times each.

As mentioned in the previous part of the question, there is always 50% chance of the coin landing on heads.

So, the probability of getting heads when the coin is flipped first = 1/2

=> the probability of getting two heads in a row = 1/2 * 1/2 = 1/4

=> the probability of getting three heads in a row = 1/2 * 1/4 = 1/8

=> the probability of getting four heads in a row = 1/2 * 1/8 = 1/16

Thus, the probability that exactly four students toss heads at least 4 times each is 1/16 or, 6.25%.

(d) It is known to us that a coin is flipped.

We have to find out the probability of getting heads both times.

Since, there is always 50% chance of the coin landing on heads. So, the probability of getting heads both times = 0.5 * 0.5 = 0.25

Thus, the probability of getting heads both times the coin is flipped is 0.25.

Therefore, the probability of a coin landing on heads 4 times in a row is 1/16 or, 6.25%, the probability of flipping a coin and it landing heads is 1/2 or, 50%, the probability that exactly four students toss heads at least 4 times each is 1/16 or, 6.25%, and the probability of getting heads both times the coin is flipped is 0.25.

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Answer:

294.84

should be correct, I used a calculator.

GFC stands for the Greatest Common Factor.

The factors of 9 and 81 are:

Notice that the greatest common factor they can share is 9 because that's the greatest factor 9 can have.

Thus, the answer is 9.

Answer:

The square root of 144 is 12

Step-by-step explanation:

\(\sqrt{144} = 12\)

because 12 x 12 = 144

it's basically 12 doubled... \(12^{2}\)

Answer:

12 is the square root of 144.

Step-by-step explanation:

That means if you multiply 12 by 12, you will get 144.

That's called 12² (12 squared)

The square root is the opposite of that. √144=12.

Keep in mind that 12*12=144.

Hope this helps!

\(GraceRosalia\)

Answer:

a+3

Step-by-step explanation:

You cannot go any further in answering this question.  These two terms are not like terms so they cannot be combined.  Therefore, the answer is just a+3 itself.

Answer:

a) 0.7

b) 0.2333

c) 0.4666

Step-by-step explanation:

a) 7 out of 10 marbles in the bag are green, so when choosing out of 10 marbles, there is a 7/10 chance that it will be green.

b) Use the probability from part a and multiply it by the probability of choosing a white marble out of 9 (because one of the marbles has been removed). This can be written as 7/10 x 3/9, which is 0.2333.

c) Use the probability from part b and add it to the probability of choosing a white marble first and then a green marble. This can be written as (7/10 x 3/9) + (3/10 x 7/9), which is 0.4666.

Let's find the probabilities for each scenario:

a)The first counter is green -  0.7

b) The first counter is green and the second counter is white- 0.2333

c) The counter are of different colour​- 0.4666

a) The probability that the first counter is green:

There are 7 green counters out of 10 total counters in the bag. So, the probability of picking a green counter on the first draw is:

Probability of picking green = Number of green counters / Total number of counters

Probability of picking green = 7 / 10

b) The probability that the first counter is green and the second counter is white:

After drawing the first green counter, there are now 6 green counters and 3 white counters left in the bag. So, the probability of picking a white counter on the second draw, given that the first counter was green, is:

Probability of picking white (given that the first was green) = Number of white counters / Total remaining counters

Probability of picking white (given that the first was green) = 3 / (6 + 3) = 3 / 9

To find the probability of both events happening (first green and then white), we multiply the probabilities of each event:

Probability of first green and second white = Probability of picking green * Probability of picking white (given that the first was green)

Probability of first green and second white = (7 / 10) * (3 / 9)

Use the probability from part a and multiply it by the probability of choosing a white marble out of 9 (because one of the marbles has been removed). This can be written as 7/10 x 3/9, which is 0.2333.

c) The probability that the counters are of different colors:

To find this probability, we can use the concept of complementary probability. The probability of the counters being of different colors is 1 minus the probability of the counters being of the same color.

Probability of counters being of the same color = Probability of both green * Probability of both white

Probability of counters being of the same color = (7 / 10) * (6 / 9) + (3 / 10) * (2 / 9)

Now, we can find the probability of the counters being of different colors:

Probability of counters being of different colors = 1 - Probability of counters being of the same color.

c) Use the probability from part b and add it to the probability of choosing a white marble first and then a green marble. This can be written as (7/10 x 3/9) + (3/10 x 7/9), which is 0.4666.

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The macrostate s of two six-sided dice can be defined as the sum of the top faces of the dice.

The macrostate of a system refers to a comprehensive description of the system in terms of its properties and variables that are used to characterize it. In the case of two six-sided dice, the macrostate is described by the sum of the numbers on the top faces of the two dice, which determines the total score or outcome. This macrostate, represented by the variable "s", is a measurable quantity that summarizes the state of the system, providing information about the distribution of the outcomes over all possible configurations of the two dice.

It's important to note that a macrostate does not specify the exact configuration of the system, but rather provides a probabilistic description of it. In other words, the macrostate "s" only describes the sum of the two dice and does not specify which number is on each die. In thermodynamics, macrostates are used to characterize the thermodynamic properties of a system, such as its temperature, pressure, and entropy. The study of macrostates and their distributions helps us to understand the behavior of complex systems and make predictions about their future behavior.

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Answer:

new area = 7m (length) x 4m (width) = 28; an increase of 12 sq meters

Step-by-step explanation:

Original area must have been 16 because both the length and width were 6 meters.

175% of 16 is 12, meaning the length must be increased from 4 to 7 to get 28 when multiplied by a width of 4m

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

We can integrate this S = 2π ∫(1.1 to 4.4) (5√(4x + 25))/(2√x) dx over the given interval (1.1 to 4.4) to find the surface area.

We can evaluate the integral using numerical methods or a calculator to find the final answer.

We have,

To find the surface area of the revolution about the x-axis of the function f(x) = 5√x over the interval (1.1 to 4.4), we can use the formula for the surface area of revolution:

S = ∫(a to b) 2πy√(1 + (f'(x))²) dx

In this case,

f(x) = 5√x, so f'(x) = (d/dx)(5√x) = 5/(2√x).

Let's calculate the surface area:

S = ∫(1.1 to 4.4) 2π(5√x)√(1 + (5/(2√x)²) dx

Simplifying the expression inside the integral:

S = ∫(1.1 to 4.4) x 2π(5√x)√(1 + 25/(4x)) dx

Next, we can integrate this expression over the given interval (1.1 to 4.4) to find the surface area.

To find the surface area of revolution about the x-axis of the function

f(x) = 5√x over the interval (1.1 to 4.4), we need to evaluate the integral:

S = ∫(1.1 to 4.4) 2π(5√x)√(1 + 25/(4x)) dx

Let's calculate the integral:

S = 2π ∫(1.1 to 4.4) (5√x)√(1 + 25/(4x)) dx

To simplify the calculation, let's simplify the expression inside the integral first:

S = 2π ∫(1.1 to 4.4) (5√x)√((4x + 25)/(4x)) dx

Next, we can distribute the square root and simplify further:

S = 2π ∫(1.1 to 4.4) (5√(4x + 25))/(2√x) dx

Thus,

We can integrate this expression over the given interval (1.1 to 4.4) to find the surface area.

We can evaluate the integral using numerical methods or a calculator to find the final answer.

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Answer:

the correct answer is C. 540cm

Step-by-step explanation:

Answer:

B

Step-by-step explanation:

lateral area =Pb*h

= 48(10)

= 480

which is B

if my answer helps please mark as brainliest.

Answer: -11

Step-by-step explanation:

4(-2)-3

-8-3

=-11

Answer: 2x

Step-by-step explanation: because 5+2-3=4

Answer:

2x

Step-by-step explanation:

5x + ____ - 3x = 4x

Put the blank in for 0x or 0, or nothing,

5x - 3x = 2x.

Subtract 2x from 4x

4x - 2x = 2x

Put 2x in for blank

5x + 2x - 3x

Combine 5x and 2x

7x - 3x = 4x

It is correct

I Hope That This Helps! :)

The solutions to the given quadratic equation 4x² - 4x - 1 = 0 are x = ( 1 - √2 )/2,  ( 1 +√2 )/2.

A quadratic equation in its standard form is;

ax² + bx + c = 0

Where x is the unknown

To solve for x, we use the quadratic formula

x = (-b±√(b² - 4ac)) / (2a)

Given the equation in the question;

4x² - 4x - 1 = 0

Compared to the standard form ax² + bx + c = 0

Plug these values into the quadratic formula above.

x = (-b±√(b² - 4ac)) / (2a)

x = (-(-4) ± √((-4)² - ( 4 × 4 × -1 ))) / (2 × 8)

x = ( 4 ± √( 16 - ( -16) ) / (8)

x = ( 4 ± √( 16 + 16) ) / (8)

x = ( 4 ± √( 32) ) / (8)

32 can be written as 4²×2

x = ( 4 ± √( 4²×2 ) ) / (8)

x = ( 4 ± 4√2 ) / (8)

x = ( 1 ± √2 ) / 2

x = ( 1 - √2 )/2,  ( 1 +√2 )/2

Therefore, the solutions to the given quadratic equation 4x² - 4x - 1 = 0 are x = ( 1 - √2 )/2,  ( 1 +√2 )/2.

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To determine the times at which v(t) has a local minimum and maximum, we need to find the critical points of the function. A critical point is a value of t for which either the first derivative, v'(t), or the second derivative, v''(t), is equal to zero or does not exist.

The first derivative of v(t) is given by:

v'(t) = a + 2bt + y

Setting v'(t) equal to zero and solving for t, we get:

0 = a + 2bt + y

t = -a / 2b = -(3 m/s^4) / (2(-24 m/s^2)) = 3/48 s

The second derivative of v(t) is given by:

v''(t) = 2b

Since b is negative, v''(t) is negative, so v(t) has a local maximum at t = 3/48 s.

Similarly, since the second derivative is constant and negative, the function v(t) has a local minimum.

Therefore, the times at which v(t) has a local minimum and maximum are 3/48 s and 3/48 s, respectively, expressed as two numbers separated by a comma: 3/48 s, 3/48 s.

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The hypotheses to test if this sample indicates a significant change in the average number of hours spent studying is:

0: µ = 14 (null hypothesis)

1: µ ≠ 14 (alternative hypothesis)

Option B is the correct answer.

We have,

The null hypothesis states that the population mean for the number of hours spent studying by full-time students at 4-year colleges in the United States is equal to 14 hours per week,

while the alternative hypothesis states that it is different from 14 hours per week.

By using a two-tailed test, we are checking for any significant change in either direction, whether the average number of hours spent studying has increased or decreased from 14 hours per week.

Thus,

The hypotheses to test if this sample indicates a significant change in the average number of hours spent studying is:

0: µ = 14 (null hypothesis)

1: µ ≠ 14 (alternative hypothesis)

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Hi there!

For number 13, it’ll be matching 11 and 12 since all of those are an X shape size.

For number 14, it would be just 9.

For number 15, it is 7 and 8 since it is all like a shape of 2 lines.

Number 10 would be number cause it’s not a parallel line, intersecting line, or a perpendicular line.

Answer:

(A)

Step-by-step explanation:

The survey follows of women's height a normal distribution.

The height of 98.51% of women that meet the height requirement are between 58 inches and 80 inches.

The new height requirements would be 57.7 to 68.6 inches

The given parameters are:

\mathbf{\mu = 63.5}μ=63.5 --- mean

\mathbf{\sigma = 2.5}σ=2.5 --- standard deviation

(a) Percentage of women between 58 and 80 inches

This means that: x = 58 and x = 80

When x = 58, the z-score is:

\mathbf{z= \frac{x - \mu}{\sigma}}z=

σ

x−μ

This gives

\mathbf{z_1= \frac{58 - 63.5}{2.5}}z

1

=

2.5

58−63.5

\mathbf{z_1= \frac{-5.5}{2.5}}z

1

=

2.5

−5.5

\mathbf{z_1= -2.2}z

1

=−2.2

When x = 80, the z-score is:

\mathbf{z_2= \frac{80 - 63.5}{2.5}}z

2

=

2.5

80−63.5

\mathbf{z_2= \frac{16.5}{2.5}}z

2

=

2.5

16.5

\mathbf{z_2= 6.6}z

2

=6.6

So, the percentage of women is:

\mathbf{p = P(z < z_2) - P(z < z_1)}p=P(z<z

2

)−P(z<z

1

)

Substitute known values

\mathbf{p = P(z < 6.6) - P(z < -2.2)}p=P(z<6.6)−P(z<−2.2)

Using the p-value table, we have:

\mathbf{p = 0.9999982 - 0.0139034}p=0.9999982−0.0139034

\mathbf{p = 0.9860948}p=0.9860948

Express as percentage

\mathbf{p = 0.9860948 \times 100\%}p=0.9860948×100%

\mathbf{p = 98.60948\%}p=98.60948%

Approximate

\mathbf{p = 98.61\%}p=98.61%

This means that:

The height of 98.51% of women that meet the height requirement are between 58 inches and 80 inches.

So, many women (outside this range) would be denied the opportunity, because they are either too short or too tall.

(b) Change of requirement

Shortest = 1%

Tallest = 2%

If the tallest is 2%, then the upper end of the shortest range is 98% (i.e. 100% - 2%).

So, we have:

Shortest = 1% to 98%

This means that:

The p values are: 1% to 98%

Using the z-score table

When p = 1%, z = -2.32635

When p = 98%, z = 2.05375

Next, we calculate the x values from \mathbf{z= \frac{x - \mu}{\sigma}}z=

σ

x−μ

Substitute \mathbf{z = -2.32635}z=−2.32635

\mathbf{-2.32635 = \frac{x - 63.5}{2.5}}−2.32635=

2.5

x−63.5

Multiply through by 2.5

\mathbf{-2.32635 \times 2.5= x - 63.5}−2.32635×2.5=x−63.5

Make x the subject

\mathbf{x = -2.32635 \times 2.5 + 63.5}x=−2.32635×2.5+63.5

\mathbf{x = 57.684125}x=57.684125

Approximate

\mathbf{x = 57.7}x=57.7

Similarly, substitute \mathbf{z = 2.05375}z=2.05375 in \mathbf{z= \frac{x - \mu}{\sigma}}z=

σ

x−μ

\mathbf{2.05375= \frac{x - 63.5}{2.5}}2.05375=

2.5

x−63.5

Multiply through by 2.5

\mathbf{2.05375\times 2.5= x - 63.5}2.05375×2.5=x−63.5

Make x the subject

\mathbf{x= 2.05375\times 2.5 + 63.5}x=2.05375×2.5+63.5

\mathbf{x= 68.634375}x=68.634375

Approximate

\mathbf{x= 68.6}x=68.6

Hence, the new height requirements would be 57.7 to 68.6 inches

Answer:

\(x = 9\)

Step-by-step explanation:

The correct equation is:

\(2x = 1x + 9\)

Required

Solve for x

\(2x = 1x + 9\)

Collect Like Terms

\(2x - 1x = 9\)

\(x = 9\)

Hence, the solution to the equation is 9

Step-by-step explanation:

don't forget about PEMDAS

Parentheses, Exponents, Multiplication, Division, Addition, and Subtraction

first you're going to want to do 56 / 14.

The Volume of a Compound Solid

The figure consists of a cylinder and a cone, both with the same radius of r=5.4 ft. The height of the cylinder is h=7.7 ft and the total height (of cone and cylinder) is H = 16.7 ft. This means the height of the cone is hc = 16.7 - 7.7 = 9 ft.

The volume of a cylinder of height h and radius r is:

The volume of a cone of height hc and radius r is:

Calculate the volume of the cylinder:

Calculate the volume of the cone:

Now we add both volumes:

V = 705.388 + 274.827 = 980.215 cubic feet

Rounding to the nearest tenth:

V = 980.2 cubic feet

Answer:

a=-1

Step-by-step explanation:

2(a+3) -4

you bring it to the other side

2a + 6-4 so 2a+ 2

2a =-2

a =-1

Answer:

We can use the formula for continuous compound interest to find the balance in Joseph and Deb's savings account after 1 year:

A = Pe^(rt)

where A is the balance, P is the principal (initial deposit), e is the mathematical constant approximately equal to 2.71828, r is the annual interest rate as a decimal, and t is the time in years.

Substituting the given values, we get:

A = $600.00e^(0.05*1)

Using a calculator, we get:

A ≈ $632.57

Therefore, Joseph and Deb will have approximately $632.57 in their savings account after 1 year. They can spend up to this amount on their trip. Rounded to the nearest cent, the answer is $632.57.

Answer:

8 is the correct answer

Step-by-step explanation:

mC=36

mC+mD=90

36+mD=90

mD=54

Answer:

x ≈ 7.2

Step-by-step explanation:

Based o. The secant-tangent theorem, we would have the following:

x² = (9 + 4) * 4

x² = 13 * 4

x² = 52

x = √52

x ≈ 7.2

Answer:

m<wzx = 71

Step-by-step explanation:

Assuming these are interior angles of a triangle.

The sum of all three interior angles of a triangle is always 180 degrees, therefore:

m<xyz + m<wxz + m<wzx = 180

Substitute our values:

58 + 51 + m<wzx = 180

m<wzx = 180 - 58 - 51

m<wzx = 71

If two lines are perpendicular, the multiplication of the slopes is equal to -1.

So, the line x = -3y + 6 can be written as:

So, the slope is -1/3. It means that the slope of the perpendicular line is:

Then, with a point (x1, y1) and a slope m, we can find the equation of the line as:

Replacing, m by 3 and (x1, y1) by (-7,-1), we get:

Answer: y = 3x + 20

The measure of the angle is 35 degrees.

Two angles are called complementary if their measures add to 90 degrees, and called supplementary if their measures add to 180 degrees.... For example, a 50-degree angle and a 40-degree angle are complementary; a 60-degree angle and a 120-degree angle are supplementary.

Let's assume that x is the measure of the angle in question.

The complement of x is the angle that, when added to x, forms a right angle (90 degrees). Therefore, the complement of x can be represented as 90 - x.

According to the problem, the measure of the angle is 130 less than three times its own complement. We can write this information as an equation:

x = 3(90 - x) - 130

Simplifying and solving for x, we get:

x = 270 - 3x - 130

4x = 140

x = 35

Therefore, the measure of the angle is 35 degrees.

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