Suppose a basketball team had a season of games with the following characteristics: 60% of all the games were at-home games. Denote this by H (the remaining were away games). 25% of all games were wins. Denote this by W (the remaining were losses). 20% of all games were at-home wins. What is the probability of a home game, given the team won

Answer:

im in middle school and im trying to figure this out as well

Step-by-step explanation:

sorry if i get it i will tell you

\( {2}^{8} \times( \frac{3}{2} ) ^{4} \\ = \frac{ {2}^{8} \times {3}^{4} }{ {2}^{4} } \\ = {2}^{8 - 4} \times {3}^{4} \\ = {2}^{4} \times {3}^{4} \\ = (2 \times 3) ^{4} \\ = {6}^{4} \)

Answer:

\( {6}^{4} \)

Hope you could understand.

If you have any query, feel free to ask.

Answer:

the answer is 6^4

Step-by-step explanation:

hopef that helped

Answer:

3.9x + 0.8y

Step-by-step explanation:

Simplify:

-Chetan K

The sizes of angles x and y in the trapezium are:

x = 135°

y = 29°

A trapezium is a quadrilateral having two parallel sides and two non-parallel sides.

Since the sum of angle pairs between parallel line of the trapezium is 180°. Thus, we can say:

x + 45° = 180°

x = 180 - 45

x = 135°

Also:

y + 152° = 180°

y = 180 - 152

y = 29°

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Complete Question

Check attached image

12.06060606 IS  a rational number .

(Numbers which have no end are irrational. they have infinite number of digits.)

to get the equation of any straight line, we simply need two points off of it, let's use those two in the picture below.

\((\stackrel{x_1}{-8}~,~\stackrel{y_1}{-4})\qquad (\stackrel{x_2}{-4}~,~\stackrel{y_2}{-3}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{-3}-\stackrel{y1}{(-4)}}}{\underset{\textit{\large run}} {\underset{x_2}{-4}-\underset{x_1}{(-8)}}} \implies \cfrac{-3 +4}{-4 +8} \implies \cfrac{ 1 }{ 4 }\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{(-4)}=\stackrel{m}{ \cfrac{ 1 }{ 4 }}(x-\stackrel{x_1}{(-8)}) \implies y +4 = \cfrac{ 1 }{ 4 } ( x +8) \\\\\\ y+4=\cfrac{ 1 }{ 4 }x+2\implies {\Large \begin{array}{llll} y=\cfrac{ 1 }{ 4 }x-2 \end{array}}\)

Answer:

Condition:

If a series converges, then the terms of the series approach 0.

Converse:

If the terms of a series approach 0, then the series converges.

Answer:

215 minutes

Step-by-step explanation:

Let

Number of days she rode for 35 minutes = x

Number of days she rode for 55 minutes = y

Total time spent riding her bike = 35x + 55y

x = Monday + Wednesday + Saturday

x = 3 days

y = Tuesday + Thursday

= 2 days

Substitute into the equation

Total time spent riding her bike = 35x + 55y

= 35(3) + 55(2)

= 105 + 110

= 215 minutes

The value of x is 7, and NM and OL are both equal to 37.

Since LMNO is a parallelogram, its opposite sides must be parallel and equal in length. Therefore, we have,

NM = OL

We also have the following information:

NM = x + 30

OL = 4x + 9

Substituting the first equation into the second equation, we get:

x + 30 = 4x + 9

Simplifying this equation, we get:

3x = 21

Therefore, x = 7.

Substituting this value back into the original equations, we get:

NM = x + 30 = 7 + 30 = 37

OL = 4x + 9 = 4(7) + 9 = 37

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Answer:

Solving this system of linear equations by elimination we get x=-1 and y=-2

Option 1 is correct option.

Step-by-step explanation:

We are given equations:

\(y=x-1---eq(1)\\2x-y=0---eq(2)\)

We need to solve by Elimination method.

Elimination method: Add or subtract the equations to get an equation in one variable.

Rearranging the equation 1 we get

\(-x+y=-1---eq(1)\\2x-y=0---eq(2)\)

Add eq(1) and eq(2)

\(-x+y=-1\\2x-y=0\\------\\x=-1\)

So, after eliminating y we get x=-1

Now finding y by putting x in eq(1)

\(y=x-1\\y=-1-1\\y=-2\)

We get y=-2

So, solving this system of linear equations by elimination we get x=-1 and y=-2

Option 1 is correct option.

The probability she makes at least 65 is 0.0139.

What is probability?

The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a proposition is true. An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.

\(\begin{aligned}P(x \geq 65) & =1-P(x < 65) \\& =1-P\left(\frac{x-\mu}{n} < \frac{65-56}{4.0988}\right) \\& =1-P(z < 2.1958) \\& =1-0.9861 \\& =0.0139\end{aligned}\)

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The balloons reached the same altitude after 30 seconds.

The unitary technique involves first determining the value of a single unit, followed by the value of the necessary number of units. 

Let's say you go to the store to buy six apples.

You are informed by the shopkeeper that he is offering 10 apples for Rs 100. In this instance, the value and the units are the price of the apples. Recognizing the units and values is crucial when using the unitary technique to a problem.

Always write the items that need to be computed on the right side and the things that are known on the left side to simplify things.

We are aware of the quantity of apples and the amount of money in the aforesaid problem.

According to our question-

Purple balloon altitude = 2.5 t+0 m = 2.5 t

Starting at a height of 15 meters above sea level, the gold balloon rose 2 meters every second.

Altitude of the gold balloon: 2 t + 15 m

Hence , The balloons reached the same altitude after 30 seconds.

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Q(√2, ∛2, ⁴√2, ...) is an algebraic extension of Q but not a finite extension of Q since every element in this extension is algebraic over Q.

To prove that the extension Q(√2, ∛2, ⁴√2, ...) is an algebraic extension of Q, we need to show that every element in this extension is algebraic over Q.

Let's consider an arbitrary element in the extension, say √2. We know that √2 is algebraic over Q because it is a root of the polynomial x² - 2 = 0. Similarly, for ∛2, it is a root of the polynomial x³ - 2 = 0. The same logic applies to ⁴√2 and other elements in the extension. Each of these elements is algebraic over Q because they satisfy polynomial equations with coefficients in Q.

Therefore, Q(√2, ∛2, ⁴√2, ...) is an algebraic extension of Q.

To prove that it is not a finite extension of Q, we need to show that there is an infinite number of elements in the extension. We can observe that for every positive integer n, there exists an element in the extension that is the nth root of 2. For example, √2 is the square root (n = 2), ∛2 is the cube root (n = 3), ⁴√2 is the fourth root (n = 4), and so on. Since there are infinitely many positive integers, there are infinitely many elements in the extension. Hence, Q(√2, ∛2, ⁴√2, ...) is not a finite extension of Q.

Therefore, we have proven that Q(√2, ∛2, ⁴√2, ...) is an algebraic extension of Q but not a finite extension of Q.

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Answer:

x = 12 in ; Type in 12 in the box

Step-by-step explanation:

If we were to apply triangle formula ; 1/2 * base * height, we would see that length of height ⇒ 10 inches, and length of base ⇒ x inches,

Given an Area of 60 square inches let us substitute into the formula 1/2 * base * height and solve for x;

Area of Triangle = 1/2 * base * height,

60 in^2 = 1/2 * x in * 10 in ⇒ take 1/2 * 10,

60 in^2 = 5 in * x in ⇒ divide either side by 5 in,

12 in = x in ⇒ divide either side by inches,

x = 12 inches,

Solution; x = 12 in

Answer: 28 square feet and 280$ to purchace

Step-by-step explanation:

In this senario we can imagine the floor like a grid, when you have the length and the width all you have to do is multiply one by the other, and there is your answer. for the cost, you are multiplying the answer by 10, and when you multiply a number by 10 you add a zero.

WORK:

7 x 4 = 28 (use times tables)

28 x 10 = 280

a. Jo needs to purchase 28 square feet of flooring.

b. it will cost Jo $280.00 for the

To find the area of rectangle, you need to multiply the length by the width. Therefore, if you have a rectangle with length "L" and width "W", the area "A" of the rectangle can be calculated using the formula:

Area = length x width

In this case, the length is 4 feet and the width is 7 feet.

Therefore, the area of the rectangular dining room is:

Area = 4 feet x 7 feet

Area = 28 square feet

Therefore, Jo needs to purchase 28 square feet of flooring.

Since the cost of the new flooring is $10.00 per square foot, Jo can calculate the total cost by multiplying the cost per square foot by the number of square feet needed:

Total cost = Cost per square foot x Number of square feet

Total cost = $10.00/square foot x 28 square feet

Total cost = $280.00

Therefore, it will cost Jo $280.00 for the new flooring.

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Answer:

The product is 6112

because u multiply the numbers together

Step-by-step explanation:

The type of sampling described, where the researchers intentionally select a sample with 50% straight and 50% LGBTQ+ respondents, is known as "disproportionate stratified sampling."

A. Disproportionate stratified sampling involves dividing the population into different groups (strata) based on certain characteristics and then intentionally selecting a different proportion of individuals from each group. In this case, the researchers are dividing the population based on sexual orientation (straight and LGBTQ+) and selecting an equal proportion from each group.

B. Availability sampling (also known as convenience sampling) refers to selecting individuals who are readily available or convenient for the researcher. This type of sampling does not guarantee representative or unbiased results and may introduce bias into the study.

C. Snowball sampling involves starting with a small number of participants who meet certain criteria and then asking them to refer other potential participants who also meet the criteria. This sampling method is often used when the target population is difficult to reach or identify, such as in hidden or marginalized communities.

D. Simple random sampling involves randomly selecting individuals from the population without any specific stratification or deliberate imbalance. Each individual in the population has an equal chance of being selected.

Given the description provided, the sampling method of intentionally selecting 50% straight and 50% LGBTQ+ respondents represents disproportionate stratified sampling.

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Investigating chance processes and developing, using, and evaluating probability models involves understanding and analyzing the concepts of probability.

Conducting experiments or simulations, and interpreting the results. Here are the key steps involved in investigating chance processes and developing probability models:

Define the problem: Clearly articulate the question or situation that involves uncertainty and randomness. This could be related to real-world scenarios or hypothetical situations.

Identify the sample space: Determine all the possible outcomes of the chance process. The sample space is the set of all these outcomes.

Assign probabilities: Assign probabilities to each outcome or set of outcomes in the sample space. This step requires considering the characteristics of the situation and using mathematical reasoning, historical data, or experimental results to estimate the likelihood of each outcome.

Build probability models: Probability models can take different forms depending on the situation. For simple scenarios, you can use theoretical models such as the classical, empirical, or subjective approaches. For more complex situations, you may need to develop mathematical models or use simulation techniques.

Conduct experiments or simulations: Perform experiments or simulations to gather data and observe the outcomes. This can involve conducting physical experiments, running computer simulations, or using other methods to generate random outcomes.

Analyze the results: Analyze the collected data to assess the frequency of different outcomes and compare them with the predicted probabilities from the probability model. This helps in evaluating the accuracy and validity of the model.

Refine the model: If the observed results significantly differ from the predicted probabilities, revise the probability model to better represent the actual chance process. This may involve adjusting the assigned probabilities or considering additional factors that were initially overlooked.

Make predictions and draw conclusions: Once a probability model is developed and validated, you can use it to make predictions about future events or draw conclusions about the likelihood of specific outcomes.

Evaluate the model: Continuously evaluate the probability model based on new data or changing circumstances. Assess its performance and make adjustments if necessary.

By following these steps, you can investigate chance processes, develop probability models, and gain insights into the uncertainty and randomness associated with various situations. Probability models help in quantifying and understanding the likelihood of different outcomes, enabling better decision-making and risk assessment in a wide range of fields such as statistics, finance, engineering, and social sciences.

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Answer:

x = \(\frac{a(a + b)}{a-b}\)

Step-by-step explanation:

Step 1: Write out formula

a(x - b) = a² + bx

Step 2: Distribute

ax - ab = a² + bx

Step 3: Add ab to both sides

ax = a² + bx + ab

Step 4: Subtract bx on both sides

ax - bx = a² + ab

Step 5: Factor

x(a - b) = a² + ab

Step 6: Divide (a - b) on both sides

x = \(\frac{a^{2} + ab}{a-b}\)

Step 7: Factor

x = \(\frac{a(a + b)}{a-b}\)

And we have our final answer!

Answer:

x² - 4x - 8

General Formulas and Concepts:

Algebra I

Step-by-step explanation:

Step 1: Define

Identify

(-3 + 4x² - 4x) + (-1 - 3x² - 4)

Step 2: Simplify

The contour map of the given function illustrates the function varies across the xy-plane, with regions of higher and lower values of f(x, y) indicated by the spacing and arrangement of the level curves.

To draw a contour map of the function f(x, y) = y/(x^2 + y^2) - 4, we need to plot several level curves.

Level curves are curves in the xy-plane that represent points where the function f(x, y) takes a constant value.

To find the level curves, we set f(x, y) equal to different constant values and solve for y in terms of x.

Let's choose some constant values for f(x, y) and find the corresponding level curves:

When f(x, y) = 0:

Setting y/(\(x^2 + y^2\)) - 4 = 0, we have y = 4(\(x^2 + y^2\)).

This equation represents a circle centered at the origin with radius 4.

When f(x, y) = -2:

Setting y/(\(x^2 + y^2\)) - 4 = -2, we have y = 2(\(x^2 + y^2\)). This equation represents a circle centered at the origin with radius 2.

When f(x, y) = 2:

Setting y/(\(x^2 + y^2\)) - 4 = 2, we have y = 6(\(x^2 + y^2\)). This equation represents a circle centered at the origin with radius 6.

By plotting these level curves on the xy-plane, we can create a contour map that shows the behavior of the function f(x, y).

The circles centered at the origin with radii 2, 4, and 6 represent the level curves corresponding to f(x, y) = -2, 0, and 2, respectively.

The contour map will illustrate how the function varies across the xy-plane, with regions of higher and lower values of f(x, y) indicated by the spacing and arrangement of the level curves.

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Answer:

y = 1/5x + 5

Step-by-step explanation:

If you plot (5,6) on a graph, and count down 1 point, and over to the left 5 points, you will get to the y-axis. Then, the point that is on the y-axis is the y-intercept. That is 5. The 5 goes at the end of the equation.

Answer: 10 times

Step-by-step explanation:

The steps of the analytical problem-solving model include: identifying the problem, exploring alternatives, building an implementation plan, implementing a solution, and evaluating the situation.

Analytical problem solving, as we've defined it above, refers to the approaches and methods you use rather than the particular issue you're trying to resolve.

Analytical issue solving is a crucial prerequisite for problem resolution; the problem itself does not determine whether you need it.

Analytical problem solving involves recognising a problem, investigating it, and then creating ideas (such as causes and solutions) around it.

Solving analytical problems calls for inquiry, examination, and analysis that encourages additional study of the subject (including causality, symptoms, and solution).

According to the steps involved in analytical problem solving model:

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Answer:

Step-by-step explanation:

In this case we have the plane P and the plane with B, C, D points on it

The intersection line is BC as we see on the picture

Answer: \(y=\frac{3}{4}x+3\)

Step-by-step explanation:

Slope-intercept form is y=mx+b, where m is the slope and b is the y-intercept. Since we are given slope, we can plug that into m, and use the given point to find the y-intercept.

\(y=\frac{3}{4}x+b\)          [plug in (8,9)]

\(9=\frac{3}{4}(8)+b\)       [multiply]

\(9=6+b\)            [subtract both sides by 6]

\(b=3\)

Now that we have b, we can complete the equation to \(y=\frac{3}{4}x+3\).

Answer: 6p-53

Step-by-step explanation:

Answer:

6p−53

Step-by-step explanation:

3p+1+6(p−8)−3(p+2)

Distribute:

=3p+1+(6)(p)+(6)(−8)+(−3)(p)+(−3)(2)

=3p+1+6p+−48+−3p+−6

Combine Like Terms:

=3p+1+6p+−48+−3p+−6

=(3p+6p+−3p)+(1+−48+−6)

=6p+−53

Answer:

=6p−53

The assertion "H: > 125" can be part of a legitimate statistical hypothesis when accompanied by a corresponding null hypothesis.

We will determine if the assertion "H: > 125" is a legitimate statistical hypothesis and explain why.

A statistical hypothesis is a statement about a population parameter that can be tested using sample data. There are two types of hypotheses: null hypothesis (H0) and alternative hypothesis (H1 or Ha). The null hypothesis is a statement of no effect, while the alternative hypothesis is a statement of an effect or difference.

In this case, the assertion "H: > 125" appears to be an alternative hypothesis, as it suggests that some parameter is greater than 125. However, for it to be a legitimate statistical hypothesis, it must be paired with an appropriate null hypothesis.

For example, if we were testing the mean weight of a certain species of animal, our hypotheses could be as follows:

- Null hypothesis (H0): The mean weight is equal to 125 (μ = 125)
- Alternative hypothesis (H1): The mean weight is greater than 125 (μ > 125)

With this pair of hypotheses, we can conduct a statistical test to determine whether the data supports the alternative hypothesis or not. In conclusion, the assertion "H: > 125" can be part of a legitimate statistical hypothesis when accompanied by a corresponding null hypothesis.

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Answer:

Step-by-step explanation:

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