The regular price of a baseball hat is $14.45. If Carlos buys the baseball hat on sale for 20% off the regular price, how much change will he receive after paying with $20? No links!

The probability of choosing a 5 and then a 6 is 1/49

From the question, we have the following parameters that can be used in our computation:

The tiles

Where we have

Total = 7

The probability of choosing a 5 and then a 6 is

P = P(5) * P(6)

So, we have

P = 1/7 * 1/7

Evaluate

P = 1/49

Hence, the probability of choosing a 5 and then a 6 is 1/49

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Question

You randomly choose one of the tiles. Without replacing the first tile, you choose a second tile. Find the probability of the compound event. Write your answer as a fraction or percent rounded to the nearest tenth. The probability of choosing a 5 and then a 6

Answer:

option 1

Answer:

-15 and -16

Step-by-step explanation:

these numbers are probably negative, since you have to multiply them to get a positive number and they equal a negative number.

just split -31 in different ways until you get an answer

the numbers are -15 and -16

Answer:

\(\textsf{B.} \quad \dfrac{2 +\sqrt{12}}{2}\)

\(\textsf{C.} \quad 1\)

\(\textsf{E.} \quad \dfrac{2-\sqrt{12}}{2}\)

Step-by-step explanation:

If f(x) is a polynomial, and f(a) = 0, then (x – a) is a factor of f(x).

If the coefficients in a polynomial add up to 0, then (x - 1) is a factor.

Given polynomial function:

\(f(x)=x^3-3x^2+2\)

Sum the coefficients:

\(\implies 1-3+2=0\)

As the sum of the coefficients equals one, (x - 1) is a factor the polynomial.

Find the other factor by dividing the polynomial by (x - 1):

\(\large \begin{array}{r}x^2-2x-2\phantom{)}\\x-1{\overline{\smash{\big)}\,x^3-3x^2+2\phantom{)}}}\\{-~\phantom{(}\underline{(x^3-x^2)\phantom{-)..)}}\\-2x^2+2\phantom{)}\\-~\phantom{()}\underline{(-2x^2+2x)\phantom{}}\\-2x+2\phantom{)}\\\phantom{)}-~\phantom{()}(-2x+2)\\\end{array}\)

Therefore, the factored form of the polynomial is:

\(f(x)=(x-1)(x^2-2x-2)\)

To find the roots, set the function to zero and solve for x.

Set the first factor to zero and solve for x:

\(\implies (x-1)=0 \implies x=1\)

Set the second factor to zero and solve for x using the quadratic formula:

\(\implies x=\dfrac{-b \pm \sqrt{b^2-4ac}}{2a}\)

\(\implies x=\dfrac{-(-2) \pm \sqrt{(-2)^2-4(1)(-2)}}{2(1)}\)

\(\implies x=\dfrac{2 \pm \sqrt{12}}{2}\)

The function shows that the cost of hotdogs is 1.75 and the cost of hamburger is 1.5.

Let hotdogs = h

Let hamburger = x

The expression will be:

h + x = 3.25

h + 7x = 12.25

Subtract the functions

6x = 9

x = 1.5

Therefore, hot dogs will be:

= 3.25 - 1.5

= 1.75

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At a concession stand, one hot dog and one hamburger cost $3.25; one hot dog and seven hamburger cost $12.25. Find the cost of one hotdog and the cost of one hamburger.

Answer:

b.) To estimate the mean number of classes that students take at his university, Samuel collects data from a  randomly selected proportionate number of students from each grade level.

c.) David wants to estimate the mean grade point average of students at his school. He collects data by recording the grade point average of every 25th student on the list of students after a randomly selected first student.

d.) Helen wants to estimate the male to female ratio of the residents of her city. She collects data by recording the sex  of every 50th resident after selecting a random starting point on a list of residents.

Why? Because a sample is only biased if some individuals of the population are more or less likely to be chosen than others.

The sample from choice B isn't biased because every student has the same opportunity of being selected. It's the same predicament with choice C; it's also non-biased because again, each student has a chance of being in it, there is no preference.

And finally, the sample from option D is non-biased, because every resident that is being selected has an equally fair chance of being selected at random.

Hope this helps ;)

Answer:

Step-by-step explanation:

To estimate the mean number of classes that students take at his university, Samuel collects data from a randomly selected proportionate number of students from each grade level.

David wants to estimate the mean grade point average of students at his school. He collects data by recording the grade point average of every 25th student on the list of students after a randomly selecting first student.

Helen wants to estimate the male to female ratio of the residents of her city. She collects data by recording the sex of every 50th resident after selecting a random starting point on a list of residents.

Answer: The acute angle between diagonals is 50

Step-by-step explanation:

Red angle = 50 because An exterior angle of a triangle is equal to the sum of the opposite interior angles (pink angles).

Alternatively:

Green angle is 130 by sum of interior angles of a triangle.

Red angle is 50 by Adjacent angles

Answer:

2³x3²

Step-by-step explanation:

(2³x3⁶)/3⁴

2³x3⁶^-4

= 2³x3²

Answer:

im just doingthis for points

Step-by-step explanation:

Answer:

\(y=3x-8\)

Step-by-step explanation:

The statement 'when finding a minimum in a linear programming problem, it is possible to find more than one minimum value' is True.

In this question, we have been given a statement - 'when finding a minimum in a linear programming problem, it is possible to find more than one minimum value.'

We need to state whether it is true or false.

We know that, the minimum value of the objective function Z = ax + by in a linear programming problem can also occur at more than one corner points of the feasible region.

Therefore, when finding a minimum in a linear programming problem, it is possible to find more than one minimum value.

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If two polygons are similar, then they have the same shape but not necessarily the same size.

They can be either enlarged or reduced in size or reflected. Hence, even though the polygons are similar, they do not have to be drawn to scale.

The term scale refers to the ratio of any two corresponding lengths in two geometric figures, so if two figures are drawn to scale, the ratio of their corresponding lengths in the drawing is the same as the ratio of their corresponding lengths in the actual figures.

Therefore, if two polygons are similar but not drawn to scale, the drawing may not be an accurate representation of the actual figures, as the scaling information may not be consistent.

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I apologize for the confusion, but as a text-based AI, I'm unable to access or interact with specific files or perform simulations using native Excel functionality. Additionally, I don't have access to the specific "Burgerdometwoservers" file mentioned in the question.

However, I can provide you with a general explanation of the impact of hiring a second employee in a waiting line system like Burger Dome based on common principles of queueing theory.

When a second employee is added to serve customers in parallel with the first employee, it can have several impacts on the output measures:

Waiting Time: The average waiting time for customers is expected to decrease because there are now two employees available to serve customers simultaneously. This allows for more efficient processing of customer orders and reduces the overall waiting time.

Service Time: With two employees, the average service time per customer may also decrease. Since there are two employees working, each customer can be served by one of the employees, resulting in a shorter time spent on each customer's service.

Queue Length: The presence of a second employee may also lead to a reduction in the length of the waiting line or queue. With two employees serving customers, the queue is expected to move faster, reducing the number of customers waiting in line.

System Utilization: The utilization of the system, which refers to the percentage of time that the employees are busy serving customers, may increase with the addition of a second employee. This is because the workload is distributed between two employees, reducing the idle time.

Overall, hiring a second employee in a waiting line system like Burger Dome can lead to improved customer service by reducing waiting times, decreasing queue lengths, and increasing system efficiency. However, the specific impact on output measures would depend on various factors such as the arrival rate of customers, the service times, and the coordination between the employees.

The chance that Player 1 wins is 11/21, or approximately 0.524 or 52.4%.

To calculate the probability that Player 1 wins, we can consider the possible outcomes of the game.

Player 1 can win in two ways:

Player 1 draws a red marble on their first turn.

Player 1 and Player 2 both draw green marbles on their first turns, and then Player 1 draws a red marble on their second turn.

Let's calculate the probability of each scenario:

Probability of Player 1 drawing a red marble on the first turn:

Player 1 has 2 red marbles out of a total of 7 marbles (2 red + 5 green) initially in the jar. So the probability is 2/7.

Probability of both players drawing green marbles on their first turns, and Player 1 drawing a red marble on their second turn:

After Player 1's first turn, there are 6 marbles left in the jar (2 red + 4 green). The probability of Player 1 drawing a red marble on their second turn is 2/6.

To calculate the overall probability of Player 1 winning, we add the probabilities of the two scenarios:

P(Player 1 wins) = P(Player 1 draws a red marble on the first turn) + P(both draw green, and Player 1 draws red on second turn)

= 2/7 + (5/7) * (2/6)

= 2/7 + 10/42

= 2/7 + 5/21

= (6 + 5)/21

= 11/21

Therefore, the chance that Player 1 wins is 11/21, or approximately 0.524 or 52.4%.

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The magnitude of the vector (3, 9) is 3√10 and the measure of the angle is 71.6°

The cosine of the angle between the vectors and their magnitude are combined to form the dot product.

The dot product is represented by A.B = ABCos θ.

The sine of the angle between the vectors and their magnitude are combined to form the cross-product.

The cross product is represented by A×B = ABSin θ.

We know, The magnitude of a vector (a, b) is √(a² + b²), and the angle it possesses with respect to the positive x-axis is, tan(b/a).

Therefore, The magnitude of the vector (3, 9) is,

= √(3² + 9²).

= √90.

= 3√10.

And the angle is, Ф = tan⁻¹(9/3).

Ф = tan⁻¹(3).

Ф = 71.6°.

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B)é a reposta

Answer:

131

Step-by-step explanation:

The value for the expression 6 + 9w - 5s is 59.

You must substitute a number for each variable and carry out the arithmetic procedures to evaluate an algebraic expression. Since 6 + 6 equals 12, the variable x in the case above equals 6. If we are aware of the values of our variables, we can replace the variables with those values before evaluating the expression.

When the variables and constants of an expression are given values, the outcome of the computation it describes yields the expression's value. The quantity that the function assumes for these argument values is the value of the function, given the value(s) assigned to its argument(s).

The expression 6 + 9w - 5s when w = 7 and s = 2.

                          6 +(9*7 - 5*2) = 6+63 - 10 = 59.

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Answer:

y=-4x-5

Step-by-step explanation:

Answer: 1/5?

Step-by-step explanation:

There are approximately 3.72 x 10⁴¹ ways that Anna can hand out 1 treat to each of the 36 children who come to her door.

Anna has 2 dozen Rollo bars, which is equivalent to 2 x 12 = 24 Rollo bars.

She also has 1 dozen apples, which is equivalent to 1 x 12 = 12 apples.

So, Anna has a total of 24 + 12 = 36 treats to hand out.

Now, she needs to hand out 1 treat to each of the 36 children who come to her door.

This can be thought of as selecting 1 treat from the total of 36 treats for each child, without replacement, as each child can only receive 1 treat.

The number of ways to do this is given by the concept of permutations, denoted by "nPr", which is calculated as;

nPr = n! / (n - r)!

where n is the total number of items (treats) to choose from, and r is the number of items (treats) to choose.

In this case, n = 36 (total number of treats) and r = 36 (number of children).

Plugging in the values, we get;

36P36 = 36! / (36 - 36)! = 36! / 0! = 36!

Since 0! (0 factorial) is equal to 1, we can simplify further:

36! / 1 = 36!

36! ≈ 3.72 x 10⁴¹

So, there are 3.72 x 10⁴¹ ways that Anna can hand out 1 treat to each of the 36 children who come to her door.

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Answer:t = 4 years

Step-by-step explanation: trust me i’m right

The false positive and false negative rates for the medical test are given as:

A false positive is an outcome in which the model forecasts the positive class inaccurately. A real positive result is one in which the model accurately predicts the positive class.

To determine the false positives and false negatives of the tests, we use the principle of probability.

Probability (p) = Number of Favorable outcomes/Total number of Exhaustive outcomes

Recall that 240 of the 250 patients were accurately recognized. Also, 50 healthy people were diagnosed to have the ailment. Hence, the test's false positive (FP) and false negative (FN) rates can be estimated as follows:

Hence P (False Positive) = 50 / 750 = o.0667 or 6.67%

P (False Negative) = 10/750 = 0.0400 or 4.00%.

Therefore, the required rates are 6.67% and 4.00% accordingly.

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Full Question:

Testing the test Are false positives too common in some medical tests? Researchers conducted an experiment involving 250 patients with a medical condition and 750 other patients who did not have the medical condition. The medical technicians who were reading the test results were unaware that they were subjects in an experiment.

Question: Technicians correctly identified 240 of the 250 patients with the condition. They also identified 50 of the healthy patients as having the condition. What were the false positive and false negative rates for the test? (See table below)

                                        Medical patients             Other Conditions    Total

Correctly identified        240                                  700                            940

Incorrectly identified      10                                     50                              60

Total                                  250                                  750                            1000

To complete the statements;

The consecutive interior angles is supplementary

The alternate interior angles is congruent

The properties are;

Consecutive interior angles are supplementary

Alternate interior angles are congruent

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Answer:

\(x - \frac{6 - \sqrt{80} }{2} = 3 - \sqrt[2]{5} = 1.472 \\ x - \frac{6 + \sqrt{80} }{2} = 3 - \sqrt[2]{5} = 7.472\)

Step-by-step explanation:

Rearrange the equation by subtracting what is to the right of the equal sign from both sides of the equation :

\( {(3x - 9)}^{2} \ + 15 - (195) = 0\)  

Step 1 :Evaluate :  (3x-9)2   =  9x^2-54x+81   =   3 • (3x^2 - 18x - 43)    

Step 2: Pull out like factors :

\( {9x}^{2} - 54x - 99 = 9•( {x}^{2} - 6x - 11)\)

Step 3: Trying to factor by splitting the middle term

   Factoring   \( {x}^{2} - 6x - 11\)

The first term is,  \( {x}^{2} \)  its coefficient is  1 .

The middle term is,  \( { - 6x}\) its coefficient is -6 .

The last term, "the constant", is \( - 11\)

 Step 4: Multiply the coefficient of the first term by the constant  

\(1 \: • -11 = -11\)

Step-5 : Find two factors of -11  whose sum equals the coefficient of the middle term, which is -6. 

\( - 11 + 1 = - 10 \\ - 1 + 11 = 10\)

\(9 • ( {x}^{2} - 6x - 11) = 0 \)

Step 6: 

  Solve :   

\(9 = 0\)

This equation has no solution.

A a non-zero constant never equals zero.

Find the Vertex of \(y = {x}^{2} -6x-11\)

Parabolas have a highest or a lowest point called the Vertex .   Our parabola opens up and accordingly has a lowest point (AKA absolute minimum) .   We know this even before plotting  "y"  because the coefficient of the first term, 1 , is positive (greater than zero). 

 Each parabola has a vertical line of symmetry that passes through its vertex. Because of this symmetry, the line of symmetry would, for example, pass through the midpoint of the two  x -intercepts (roots or solutions) of the parabola. That is, if the parabola has indeed two real solutions. 

 Parabolas can model many real life situations, such as the height above ground, of an object thrown upward, after some period of time. The vertex of the parabola can provide us with information, such as the maximum height that object, thrown upwards, can reach. For this reason we want to be able to find the coordinates of the vertex. 

 For any parabola,A\( {x}^{2} \)+B\(x\)+C,the  x -coordinate of the vertex is given by  -B/(2A) . In our case the \(x\)

coordinate is  3.0000 

Plugging into the parabola formula   3.0000  for  x  we can calculate the  

\(y\) -coordinate :   \(y\) = 1.0 * 3.00 * 3.00 - 6.0 * 3.00 - 11.0 or   \(y\)

= -20.000

Root plot for \(y = {x}^{2} - 6x - 11\)

Axis of Symmetry (dashed)  {x}={ 3.00} 

Vertex at  {x,y} = { 3.00,-20.00} 

 x -Intercepts (Roots) :

Root 1 at  {x,y} = {-1.47, 0.00} 

Root 2 at  {x,y} = { 7.47, 0.00}

(Please click above graph)

Solve

\( {x}^{2} \times - 6x = 11\)

 by Completing The Square .

 Add  11  to both side of the equation :

  \( {x}^{2} -6x = 11\)

Now the clever bit: Take the coefficient of  x , which is  6 , divide by two, giving  3 , and finally square it giving  9 

Add  9  to both sides of the equation :

  On the right hand side we have :

   11  +  9    or,  (11/1)+(9/1) 

  The common denominator of the two fractions is  1   Adding  (11/1)+(9/1)  gives  20/1 

  So adding to both sides we finally get :

   x2-6x+9 = 20

Adding  9  has completed the left hand side into a perfect square :

\( {x}^{2} - 6x + 9 \\ (x - 3) • (x - 3) \\ {(x - 3)}^{2} \)

Things which are equal to the same thing are also equal to one another. Since

\( {x}^{2} - 6x + 9 = 20 \: and \: {x}^{2} - 6x + 9 = {(x - 3)}^{2} \)

then, according to the law of transitivity,

The Square Root Principle says that When two things are equal, their square roots are equal.

Note that the square root of

\( = (x - 3)^{2} \:is \: \\ = {(x - 3)}^{ \frac{2}{2}} \\ = {(x - 3)}^{1} \\ = (x - 3)\)

Now, applying the Square Root Principle to  Eq. #3.3.1  we get:

\(x - 3 = \sqrt{20} \)

Add  3  to both sides to obtain:

\(x = 3 + \sqrt{20} \)

Since a square root has two values, one positive and the other negative

\( {x}^{2} - 6x - 11 = 0\)

   has two solutions:

\(x = 3 + \sqrt{20} \\ or \: x = 3 - \sqrt{20} \)

Solving   

\( {x}^{2} - 6x - 11\)

by the Quadratic Formula .

 According to the Quadratic Formula,  x  , the solution for   Ax2+Bx+C  = 0  A\( {x}^{2} \)+B\(x\)+C\( = 0\), where  A, B  and  C  are numbers, often called coefficients, is given by :

\(x = \frac{ - B± \sqrt{ {B}^{2 - 4AC} } }{2A} \)

In our case,  A   =     1

                      B   =    -6

                      C   =  -11

Accordingly,  B2  -  4AC   

 = 36 - (-44)

               =  80

Applying the quadratic formula :

\(x = \frac{6± \sqrt{80} }{2} \)

Can  \( \sqrt{80} \)

be simplified ?

Yes! The prime factorization of  80   is

   2•2•2•2•5 

To be able to remove something from under the radical, there have to be  2  instances of it (because we are taking a square i.e. second root).

√ 80   =  √ 2•2•2•2•5  

 = 2•2•√ 5 

           = ±  4 • √ 5

\( \sqrt{80} = \sqrt{2•2•2•2•5} \\ = \sqrt[2•2•]{5} \\ = \sqrt[± 4•]{5} \)

\( \sqrt{5} \) rounded to 4 decimal digits, is   2.2361

 So now we are looking at:

           x  =  ( 6 ± 4 •  2.236 ) / 2

\(

           x  = \frac{  (6 ± 4 •  2.236)}{2}

\)

Two real solutions:

\( x = \frac{(6+√80)}{2} =3+2 \sqrt{5} = 7.472 or

 x = \frac{6 - \sqrt{80} }{2} =3-2\sqrt{5}  = -1.472\)

The mean number of hours worked per day is 3.5. The daily number of hours worked by the student in recent few days are: 3, 3-2, 3+3, 3+1, 3+2, 3-3, 3-1, 3+4.

To find the mean number of hours worked per day, we need to calculate the average of the given daily hours.

The daily number of hours worked by the student in recent few days are: 3, 3-2, 3+3, 3+1, 3+2, 3-3, 3-1, 3+4.

To calculate the mean, we sum up all the values and divide by the total number of values.

Sum of hours = 3 + (3 - 2) + (3 + 3) + (3 + 1) + (3 + 2) + (3 - 3) + (3 - 1) + (3 + 4)

= 3 + 1 + 6 + 4 + 5 + 0 + 2 + 7

= 28

Total number of days = 8

Mean number of hours worked per day = Sum of hours / Total number of days

= 28 / 8

= 3.5

Therefore, the mean number of hours worked per day is 3.5.

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The 90% confidence interval for the mean number of pounds of trash per person per week in the city is estimated to be between 33.863 and 35.537 pounds.

CI = X± Z * (σ/√n),

where CI is the confidence interval, X is the sample mean, Z is the z-score corresponding to the desired confidence level, σ is the population standard deviation, and n is the sample size.

Step 1: Calculate the z-score for a 90% confidence level.

The confidence level is 90%, which means there is a 10% chance that the true mean falls outside the interval. To find the z-score corresponding to this confidence level, we can use a standard normal distribution table or a calculator. The z-score for a 90% confidence level is approximately 1.645.

Step 2: Calculate the confidence interval.

Given data:

Sample mean X = 34.7 pounds

Population standard deviation (σ) = 8.2 pounds

Sample size (n) = 173 residents

Substituting the values into the formula, we have:

CI = 34.7 ± 1.645 * (8.2/√173)

Calculating the values within the parentheses first:

8.2/√173 ≈ 0.623

Then, multiplying the z-score and the calculated value:

1.645 * 0.623 ≈ 1.025

Finally, calculating the lower and upper bounds of the confidence interval:

Lower bound = 34.7 - 1.025 ≈ 33.675

Upper bound = 34.7 + 1.025 ≈ 35.725

Rounded to 3 decimal places, the 90% confidence interval for the mean number of pounds of trash per person per week is estimated to be between 33.863 and 35.537 pounds.

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To meet her daily goal, Ling need to pedal approximately 1,008 revolutions each day.

To find the number of revolutions Ling will need to pedal each day to meet her daily goal, we need to first find the circumference of her unicycle tire.

The circumference of a circle is given by the formula C = 2πr, where r is the radius of the circle. Since the diameter of Ling's unicycle tire is 20 inches, the radius is 10 inches. Therefore, the circumference of her unicycle tire:

C = 2π(10) = 20π inches.

Next, we need to convert Ling's daily goal of one mile, or 5280 feet, to inches. There are 12 inches in a foot, so 5280 feet is equal to 5280 * 12 = 63360 inches.

Finally, we can find the number of revolutions Ling will need to pedal each day by dividing her daily goal in inches by the circumference of her unicycle tire in inches:

Number of revolutions = 63360 inches / 20π inches = 20,160π / 20π = 1,008

Therefore, Ling will need to pedal approximately 1,008 revolutions each day to meet her daily goal.

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