Sam is fishing in a new catch and release pond that was just stocked with 3

bluegill, 4 catfish, 7 bass, and 2 carp. He catches a fish, releases it, then

catches another. What is the probability that he caught a bluegill, then a carp?

Answer:

a

Step-by-step explanation:

The transformation from Figure 1 to Figure 2 is:

The transformation of 5 units to the right and 3 units down.

Option C is the correct answer.

It is the movement of the shape in the left, right, up, and down directions.

The translated shape will have the same shape and shape.

There is a positive value when translated to the right and up.

There is a negative value when translated to the left and down.

We have,

A B C D E has points (-3, 5), (-2, 5), (-1, 4), (-2, 3), and (-5, 3).

A' B' C' D' E' has points (2, 2), (3, 2), (4, 1), (3, 0), and (0, 0).

Now,

A = (-3 + 5, 5 - 3) to A' = (2, 2)

B = (-2 + 5, 5 - 3) to B' = (3, 2)

C = (-1 + 5, 4 - 3) to C' = (4, 1)

D = (-2 + 5, 3 - 3) to A' = (3, 0)

E = (-5 + 5, 3 - 3) to E' = (0, 0)

We see that,

There is a translation of 5 units to the right and  3 units to the down.

Thus,

The transformation of 5 units to the right and 3 units down.

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Answer:

y=5/2x+13.5

Step-by-step explanation:

5x-2y=10

-2y=-5x+10

y= 5/2x-5

y-6=5/2(x+3)

y-6=5/2x+ 7.5

y=5/2x+13.5

Answer:

Step-by-step explanation:

First you must isolate y in the given equation

5x - 2y = 10                   Subtract 5x from both sides

-2y = -5x + 10                Divide both sides by - 2

y = -5/-2 x + 10 / -2          

y = 2.5 x - 5                The new equation has a slope of 2.5

x = - 2

y = 6

y = 2.5x + b

6 = 2.5*-2 + b

6 = -5 +   b                  Add 5 to both sides

6+ 5 = b

b = 11

Answer: y = 2.5x + 11

Answer: B) -8/9

Step-by-step explanation:

I would start by looking inside the parenthesis to see if anything could be simplified. We see the terms -5 and -3x, and upon realizing that there is no way to simplify, we can go ahead and just simplify the left side of the equation as much as we can before worrying about breaking the equation down. Distribute the -9 to the -5 and the -3x (multiply -9 by -5 and -9 by -3x). Multiplying two negative numbers will result in a positive value, so the left side of your equation should end up looking like this: 45+27x=21. Now, we can start working to get the variable on its own. Subtract 45 from both sides of the equation. On the left side this cancels out and leaves you with 27x. On the right side you have more of the negative value than positive value, so you end up with -24. The equation now looks like this: 27x=24. The only thing left to do is divide the equation by 27. On the left side of the equation, this leaves you with just x. On the right side, you get -24/27. Normally at this point I would divide out to get the decimal form (I prefer working with decimals) but bc the answer choices are all fractions there's not really a good use to, so instead let's just find the greatest common denominator (GCD) which would be 8. (Just as a clarification the GCD is the largest number you can divide both numbers by evenly.) Divide both the numerator and denominator by eight leaves you with -8/9. Therefore, x= -8/9.

This results in a linear equation with just one variable, x, which we can then answer. the solution to the system of equations is \((x, y) = (-8/3, 10/3).\)

To solve the system of equations:

\({y=4x+6y=-2x-10}\)

The first step is to set the two equations equal to each other since they both equal y:

\(4x + 6 = -2x - 10\)

This creates a linear equation in one variable (x) that we can solve for x.

The next step is to simplify and solve for x:

\(4x + 2x = -10 - 6\)

\(6x = -16\)

\(x = -16/6 or -8/3\)

Now that we have found the value of x, we can substitute it back into either equation to find the value of y.

Using the first equation,  \(y = 4x + 6:\)

\(y = 4(-8/3) + 6\)

\(y = -8/3 + 18/3\)

\(y = 10/3\)

Therefore, the solution to the system of equations is  \((x, y) = (-8/3, 10/3).\)

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Answer:

x= 47/14

Step-by-step explanation:

Divide both sides of the equation by the same term

14=47

Divide both sides of the equation by the same term: 14/14=47/14

Simplify: =47/14

Answer:

{3,4,5,6}

Step-by-step explanation:

The domain is the values for the inputs

The input is x so the values are {3,4,5,6}

The domain is  {3,4,5,6}

I HOPE IT WILL HELP YOU.

Thank you.

^ - ^

Sorry if it is wrong.

Answer:

34 * 6 = 204

Thank you and please rate me as brainliest as it will help me to level up

Answer:

x = 32 degrees

Step-by-step explanation:

since there is a line intersecting both of the lines you would do the opposite number to solve the problem. basically what i am trying to say is.

A straight line equals 180 degrees

and the given angle is 148 degrees

so just subtract.

180 degrees - 148 degrees = 32 degrees

so x = 32 degrees

to see if it is reasonable, look at the angle

if you look you can see that it is an acute angle

so, since 32 degrees is an acute angle, the answer is also reasonable.

so like i said,

x = 32 degrees

The interior angles of parallel lines and a transversal are the angles between the parallel lines.

The value of x is 32 degrees

Alternate interior angles of a parallel line add up to 180 degrees.

So:

\(\mathbf{148 + x = 180}\)

Subtract 148 from both sides

\(\mathbf{148 - 148+ x = 180 - 148}\)

Evaluate like terms

\(\mathbf{x = 32}\)

Hence, the value of x is 32 degrees

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Answer:

16 miles

Step-by-step explanation:

let the number of miles driven be = x

Company A = Company B

8 + 0.10x = 0.60x

8 = 0.50x

x = 16

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-Chetan K

Using the binomial distribution, it is found that the expected score of the game is of 21.

It is the probability of exactly x successes on n repeated trials, with p probability of a success on each trial.

The expected number of trials until q successes is:

\(E_s(X) = \frac{q}{p}\)

In this problem, a die has a p = 1/6 probability of resulting in a 1, hence the expected number of trials is:

\(E_s(X) = \frac{1}{\frac{1}{6}} = 6\)

In each trial, each outcome from 1 to 6 is equally as likely, hence the expected score of a single trial is given by:

\(E = \frac{1 + 6}{2} = 3.5\)

Then, the expected score of the six trials is:

6 x 3.5 = 21.

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Therefore, when Savannah is 42 feet above the ferris wheel's horizontal diameter, her angle of rotation is approximately 68.6 degrees.

Given by the question.

Let's first draw a diagram to visualize the situation.

      *

    *    *

  *        * <-- Ferris wheel at 3 o'clock position

 *          *

*            * <-- Highest point

*______________*______

      62 ft

The Ferris wheel is a circle with radius 62 feet, and Savannah is sitting in a bucket that moves along the circle. When she is at the highest point, she is 62 feet away from the center of the circle, and when she is on the horizontal diameter, she is 62 feet - 42 feet = 20 feet away from the center of the circle.

To find Savannah's angle of rotation, we can use the cosine function.

cos(theta) = adjacent / hypotenuse

In this case, the adjacent side is 20 feet, and the hypotenuse is 62 feet.

cos(theta) = 20/62

To solve for theta, we need to take the inverse cosine of both sides.

theta = cos^-1(20/62)

Using a calculator, we get:

theta = 68.6 degrees

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Answer:

Vertical line of symmetry, from midpoint of top to midpoint of bottom

Horizontal line of symmetry, from midpoint on left to midpoint on right.

Rotational line of symmetry on the two diagonals.

Step-by-step explanation:

Answer:

jcjc

Step-by-step explanation:

Answer:

He begun with 48.

Step-by-step explanation:

48/2 = 24

24+17 = 41

Answer:

46

Step-by-step explanation:

I subtracted 17 from 41 and got 23 so if you add 23 by 23 half you get 46, so in turn Cody started out at 46.

Answer:

x = 11.75

Step-by-step explanation:

m∠A + m∠B must equal 90

5x + 3x - 4 = 90

8x = 94

x = 11.75

The use of sugar for wound packing was an example of a practice that was later found to be ineffective and not supported by statistical evidence.

The use of granulated sugar for wound packing in the United States during the 1970s was an example of an outdated or ineffective practice.

This research led to the conclusion that the use of sugar for wound packing did not provide any added benefits in terms of wound healing.

As a result, the practice of using granulated sugar to pack wounds was gradually phased out.

The study highlighted the importance of evidence-based practice in healthcare. It demonstrated the need to critically evaluate and compare different treatment methods to ensure that patients receive the most effective and beneficial care.

Despite the belief that it would reduce bacterial invasion of new tissue formation, research showed that it did not significantly increase wound-healing time compared to the saline wet-packing method.

This prompted further research to determine the best packing method for wound healing.

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The amount of water that has entered the pool over these five minutes is 42.5 gallons.

Given the rate at which water enter the pool W(t). To calculate the amount of water that has entered the pool over these five minutes, we integrate W(t) over the interval t = 0 to t = 5.

\(Amount\ of \ water=\int\limits^0_5 {W(t)} \, dt \\\\\\Amount\ of \ water=\int\limits^0_5 {(1+3t)} \, dt \\\\\\Amount\ of \ water=[t+1.5t^2]_0^5\\\\\\Amount\ of \ water=42.5\ gallons\)

The amount of water that has entered the pool over these five minutes is 42.5 gallons.

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In spherical coordinates, the position of a point in 3D space is defined using three coordinates: radius (r), inclination (θ), and azimuth (φ). The equations for the surfaces in spherical coordinates are as follows:

1. Sphere: The equation for a sphere with radius "a" centered at the origin is given by:
  r = a

2. Cone: The equation for a cone with vertex at the origin and angle "α" is given by:
  φ = α

3. Plane: The equation for a plane with distance "d" from the origin and normal vector (n₁, n₂, n₃) is given by:
  n₁x + n₂y + n₃z = d

4. Cylinder: The equation for a cylinder with radius "a" and height "h" along the z-axis is given by:
  (x² + y²)^(1/2) = a, 0 ≤ z ≤ h

To match the surfaces to their equations, analyze the characteristics of each surface. For example, a sphere is symmetric about the origin, a cone has a vertex at the origin, a plane has a specific distance and normal vector, and a cylinder has a circular base and a height along the z-axis.

By comparing these characteristics to the given options, you can match each surface to its corresponding equation in spherical coordinates.

In summary:
- Sphere: r = a
- Cone: φ = α
- Plane: n₁x + n₂y + n₃z = d
- Cylinder: (x² + y²)^(1/2) = a, 0 ≤ z ≤ h

Remember to consider the given graphs and rotate them to better understand their shapes and characteristics.

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The correct compound inequality to the amount of money Wren can spend with a monthly budget for housing between 25% and 35% will be:

224.0< h< 313.60

Given that:

wren own an average weekly net pay $ 896.00

and, Wren can spend with a monthly budget for housing between 25% and 35%.

Now, Spend money for housing by 25% = 25% of $896.00

= 25÷100 × 896

= 0.25 ×896

= $ 224.00

Again, spend money for housing by

35%=  35% of 896                                                            

=35÷100 × 896

= 0.35 × 896

= $ 313.60

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In mathematics, the point below which a specified percentage of the observations fall is commonly referred to as the percentile.

A percentile is a measure that indicates the relative position of a particular value within a dataset.

For example, if a value is at the 80th percentile, it means that 80% of the observations in the dataset are below that value, and only 20% of the observations are above it.

Percentiles are often used to analyze and understand the distribution of data, especially in fields such as statistics, probability, and data analysis. They provide insights into how individual data points compare to the overall dataset and help identify outliers or extreme values.

A percentile is a statistical measure that indicates the relative standing of a particular value within a dataset. It represents the point below which a specified percentage of the observations or data points fall. Percentiles are primarily used to understand the distribution of data and analyze how individual values compare to the overall dataset.

To calculate a percentile, the dataset is arranged in ascending order, from the smallest value to the largest value. The position of a specific percentile is then determined based on the percentage of data points below it. For example, the 75th percentile represents the value below which 75% of the data points fall.

Percentiles are commonly used in various fields, including statistics, probability, and data analysis. They provide valuable insights into the spread, variability, and distribution of data. Here are a few key points to consider:

1. Median: The median is the 50th percentile, representing the value that divides the dataset into two equal halves. It is a measure of central tendency and provides information about the middle point of the distribution.

2. Quartiles: Quartiles divide the dataset into four equal parts. The first quartile, or the 25th percentile (Q1), represents the value below which 25% of the data points fall. The third quartile, or the 75th percentile (Q3), represents the value below which 75% of the data points fall. The difference between Q3 and Q1 is known as the interquartile range (IQR) and provides insights into the spread of the middle 50% of the data.

3. Percentile Ranks: Percentile ranks indicate the percentage of data points that are below a specific value. For example, if a student scores in the 80th percentile on a standardized test, it means they performed better than 80% of the test-takers.

4. Outliers: Percentiles can be useful in identifying outliers, which are data points that significantly deviate from the rest of the dataset. Extremely high or low percentiles may indicate unusual or extreme values that warrant further investigation.

5. Normal Distribution: In a normal distribution, the 50th percentile (median) coincides with the mean and mode, and specific percentiles have known standard deviations from the mean (e.g., the 68-95-99.7 rule).

Percentiles are versatile tools for summarizing and analyzing data, providing valuable insights into the distribution and relative positions of individual values. They enable comparisons and help make informed decisions based on the characteristics of a dataset.

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To test if there is a difference between the means of the two populations, we can perform a two-sample t-test. The null hypothesis is that there is no difference between the mean number of hours per week that a family with no children participates in recreational activities and a family with children participates in recreational activities.

Let's assume that the researcher has collected the following data:

Sample of families with no children: n1 = 30, sample mean = 4.5 hours per week, sample standard deviation = 1.2 hours per week.

Sample of families with children: n2 = 40, sample mean = 3.8 hours per week, sample standard deviation = 1.5 hours per week.

Using the critical value method, we need to calculate the t-statistic and compare it to the critical value from the t-distribution table with n1+n2-2 degrees of freedom and a significance level of α = 0.05.

The formula for the t-statistic is:

t = (x1 - x2) / sqrt(s1^2/n1 + s2^2/n2)

where x1 and x2 are the sample means, s1 and s2 are the sample standard deviations, and n1 and n2 are the sample sizes.

Plugging in the numbers, we get:

t = (4.5 - 3.8) / sqrt((1.2^2/30) + (1.5^2/40)) = 2.08

The degrees of freedom for the t-distribution is df = n1 + n2 - 2 = 68.

Using a t-distribution table, we find the critical value for a two-tailed test with α = 0.05 and df = 68 is ±1.997.

Since our calculated t-statistic of 2.08 is greater than the critical value of 1.997, we can reject the null hypothesis and conclude that there is a statistically significant difference between the mean number of hours per week that a family with no children participates in recreational activities and a family with children participates in recreational activities.

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Answer:

\(\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}\)

Step-by-step explanation:

Given

\(\frac{a^3b^{-2}}{ab^{-4}}\)

\(a\ne 0; b \ne 0\)

Required

Evaluate

\(\frac{a^3b^{-2}}{ab^{-4}}\)

Apply the following law of indices:

\(\frac{x^m}{x^n} = x^{m-n}\)

So, the expression becomes:

\(\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2-(-4)}\)

Remove brackets

\(\frac{a^3b^{-2}}{ab^{-4}} = a^{3-1}b^{-2+4}\)

\(\frac{a^3b^{-2}}{ab^{-4}} = a^{2}b^{2}\)

Answer:

D. a^3 b^4 / ab^2

Step-by-step explanation:

Answer:

I have one so far, 9.3x10^6 =9300000

Answer:

A

Step-by-step explanation:

The first thing we shall do here is to get the slope of the first line.

Mathematically, to get this, we shall compare the given equation with the general equation of a line

The general equation of a line is ;

y = mx + c

where m is the slope and c is the y intercept

By comparison, y = -4x + 3 has a slope of -4

Now, since we are going to form a second equation, we shall be needing the slope of the second equation too. By mathematical convention, the slope of two lines which are parallel to each other are equal.

So practically, what this means is that the slope of the second line too is -4

Using the slope point form, we can find the equation of the second line too;

Mathematically, that will be;

y-y1/x-x1 = m

Thus;

y-2/x-(-3) = -4

y-2/(x + 3) = -4

y-2 = -4(x + 3)

y-2 = -4x -12

y = -4x -12 + 2

y = -4x -10

The equation of the line that passes through the points (-3, 2) and is parallel to the line y= -4x +3 is y+4x = -10

The standard equation of a line in point-slope form is expressed as:

\(y-y_0=m(x-x_0)\)

m is the slope of the line

(x0, y0) is any point on the line

Given the equation y = -4x + 3 parallel to this line, the slope of the line m = 1/7

Substitute the slope and the point into the formula to have:

\(y-2=-4 (x+3)\\y-2 = -4x-12\\y+4x=-10\)

Hence the equation of the line that passes through the points (-3, 2) and is parallel to the line y= -4x +3 is y+4x = -10

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The possible definitions of f(x) and g(x), considering the composition of the functions, are given as follows:

The composite function of f(x) and g(x) is given by the following rule:

(f ∘ g)(x) = f(g(x)).

It means that the output of the inside function serves as the input for the outside function.

The functions for this problem are defined as follows:

As the composition of the functions is then given as follows:

\(h(x) = f(g(x)) = f(8x + 6) = \sqrt{8x + 6}\)

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a0 is the regression term that describes the constant or intercept in the linear regression equation.

In a simple linear regression model, the equation takes the form of y = a0 + a1x + e1, where y is the dependent variable (or response variable), x is the independent variable (or predictor variable), a0 is the intercept or constant term, a1 is the coefficient of the independent variable, and e1 is the error term.

The intercept term, a0, represents the value of the dependent variable when the independent variable is zero. For example, in a linear regression model that predicts salary based on years of experience, the intercept would represent the starting salary for someone with zero years of experience. The intercept is an important component of the regression equation because it allows us to make predictions for values of x that are outside the range of our observed data.

The coefficient, a1, represents the change in the dependent variable for each one-unit increase in the independent variable. In the salary example, the coefficient would represent the average increase in salary for each additional year of experience.

Both the intercept and coefficient are estimated from the data using methods such as least squares regression. Once these values are estimated, we can use them to make predictions for new values of x.

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Answer:

its Y=7

Step-by-step explanation:

Y=7 is already in slope form. The slope is 0.