The school store sells spiral notebooks in four colors and three different sizes. The table shows the sales


by size and color for 386 notebooks What is the experimental probability that the next customer buys a


red notebook with 150 pages? Enter your answer as a simplified fraction.


Red


53


100 Pages


150 Pages


200 Pages


Green


31


47


16


Blue


21


57


22


Yellow


12


27


12


63


25


The experimental probability is

Answer:

Problem: 5.24 - 4.93

Step-by-step explanation:

You subtract just like a normal Addition problem however you MUST make sure the decimal point line up,...

\(5.24\\4.93\\\)

1st: subtract the 3 from the 4 [0.01]

2nd: subtract the 9 from the 2 (make the 2 a 12 (by carrying a one from the 5 (which then becomes a 4))) [0.30]

3rd: Finally subtract the 4 from the 4,... 0

Answer = 0.31,...

A more summed up answer: Subtracting (and adding for that matter) decimals happens exactly like normal. However you MUST MAKE SURE that your decimal points are lined up,... if you are subtracting a 0.09 from a 4.5 and the 4.5 doesn't have a hundredths place just remember that you can add a 0 on the end (4.50) without chancing it's value. (and then just subtract like normal)

Answer:

See attached picture. :)

Step-by-step explanation:

Simply look at the given x values in the table and whatever x equals in the table, put that value in the equation. For example, y = -x + 7. In the table x value, 0 is given, so the equation will now be y = 0 + 7. So y = 7 and so forth.

To graph, you take the given x value, 0, and the y value you solved for, 7. Your point on the graph would be (0 , 7). Continue repeating these steps till you complete the table and your graph. :)

Answer:

Five days

Step-by-step explanation:

Because the skier has to pay $93 a day to ski (68 + 25),  in five days of daily pay, the skier would end up paying $465. However, if he paid for a season pass for $450, he would only have to ski for five days in order to make the season pass less expensive than the daily pass.

The measure of the arc length is 6.28 units if the arc intersected by a central angle of  π/3 radians in a circle with a radius of 6 ft.

It is described as a set of points, where each point is at the same distance from a fixed point (called the centre of a circle)

We have:

The radius of the circle r = 6 ft

The measure of the central angle θ = π/3

We know,

s = rθ

s is the arc length.

s = 6(π/3)

s = 2(3.14)

s = 6.28

Thus, the measure of the arc length is 6.28 units if the arc intersected by a central angle of  π/3 radians in a circle with a radius of 6 ft.

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Answer:

c or 6.3ft

Step-by-step explanation:

Answer:

\( 3x^2|y|\sqrt[4]{y^2} \)

Step-by-step explanation:

\( \sqrt[4]{81x^8y^6} = \)

\( = \sqrt[4]{3^4(x^2)^4y^4y^2} \)

\( = 3x^2|y|\sqrt[4]{y^2} \)

Answer:

Step-by-step explanation:

It might be the length of one of the sides of a polygon (a figure with straight sides) or the radius of a circle. ... You can find the perimeter of a regular octagon (8-sided figure with equal sides) by multiplying the length of one of the sides by 8. The area of a figure is the measure of how large its surface is. I think btw if its wrong sorry :)

Answer:

130 times

Step-by-step explanation:

If you convert the time to minutes, 120 seconds is 2 minutes. Since Ran's heart beats 65 times a minute, you multiply 65 by 2 and get 130

Did you know that 1 = 2? Think that sounds ridiculous? OK, I'll prove it to you. Then I'll show you why this "proof" is indeed, as you suspected, ridiculous. And we'll see what it all has to do with the number zero.

How to “Prove” That 2 = 1

Let’s begin our journey into the bizarre world of apparently correct, yet obviously absurd, mathematical proofs by convincing ourselves that 1 + 1 = 1. And therefore that 2 = 1. I know this sounds crazy, but if you follow the logic (and don’t already know the trick), I think you’ll find that the “proof” is pretty convincing.

Step-by-step explanation:

Here’s how it works:

Answer:

The independent variable is the variable that is manipulated or changed during an experiment. In this case, the independent variable is represented by the x-values of the given points.

So, the answer would be option A: {-2, 3, 1, 5}

Step-by-step explanation:

brainliest Plsssss

In the scenario where a custom object is the detail object in a master-detail relationship with Account, the Organization-Wide Default (OWD) setting for the custom object would be controlled by the OWD setting of the master object, which is Account.

In Salesforce, the Organization-Wide Default (OWD) setting determines the default level of access for records of an object within an organization. When a custom object is set as the detail object in a master-detail relationship with Account, the OWD setting for the custom object will be controlled by the OWD setting of the master object, which is Account in this case.

The OWD setting for Account will dictate the level of access for the related records of the custom object. For example, if the OWD setting for Account is set to "Private," the related records of the custom object will also inherit the "Private" access level. This means that only users with appropriate sharing interest, such as those assigned to Account roles or sharing rules, will have access to the related records of the custom object.

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What is TRUE about the Organization-Wide Default (OWD) setting for the custom object in a master-detail relationship with Account?

The five combinations of baskets that would add up to 102 points will be (20, 20, 2), (15, 20, 17), (10, 30, 12), (27, 10, 1), and (9, 18, 39).

A connection between a number of variables results in a linear model when a graph is displayed. The variable will have a degree of one.

The Utah Jazz scored 102 points in a recent game. The team scored some 3-point shots, 2-shots, and many free throws worth 1-point each.

3(20) = 60

2(20) = 40

1(2) = 2

3(15) = 45

2(20) = 40

1(17) = 17

3(10) = 30

2(30) = 60

1(12) = 12

3(27) = 81

2(10) = 20

1(1) = 1

3(9) = 27

2(18) = 36

1(39) = 39

The five combinations of baskets that would add up to 102 points will be (20, 20, 2), (15, 20, 17), (10, 30, 12), (27, 10, 1), and (9, 18, 39).

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Given:

The table of values.

To find:

The equation in slope intercept form.

Solution:

From the given table it is clear that the line passes through the points (5,17), (8,41) and (12,73).

Consider any two points from the table, i.e., (5,17) and (8,41). So, the equation of line is

\(y-y_1=\dfrac{y_2-y_1}{x_2-x_1}(x-x_1)\)

\(y-17=\dfrac{41-17}{8-5}(x-5)\)

\(y-17=\dfrac{24}{3}(x-5)\)

\(y-17=8(x-5)\)

\(y=8x-40+17\)

\(y=8x-23\)

Therefore, the equation of line in slope intercept form is \(y=8x-23\).

We can see that the first component of the vector equation is always zero, so the parabola lies in the xz-plane.

Moreover, the second component is a quadratic function of t, which gives us a vertical parabola when plotted in the yz-plane. The third component is a linear function of t, so the curve extends infinitely in both directions. Therefore, we have a vertical parabola in the xz-plane.

This statement is referring to a specific vector-valued function, which we can write as:

f(t) = (0, t^2, ct)

where c is a constant.

The second component of this vector function is t^2, which is a quadratic function of t. When we plot this function in the yz-plane (i.e., we plot y = t^2 and z = 0), we get a vertical parabola that opens upward. This is because as t increases, the value of t^2 increases more and more quickly, causing the curve to curve upward.

The third component of the vector function is ct, which is a linear function of t. When we plot this function in the xz-plane (i.e., we plot x = 0 and z = ct), we get a straight line that extends infinitely in both directions. This is because as t increases or decreases, the value of ct increases or decreases proportionally, causing the line to extend infinitely in both directions.

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The value of g'(2) is 1/301.

First, we can solve by setting y = f(x) and solving for x in terms of y:

\(y = f(x) = x^3 + x\)

Switching x and y and solving for y, we get:

\(x = y^3 + y\)

\(f^{(-1)}(x) = x^3 + x\)

Now we need to find g'(2), which is the derivative of g(x) evaluated at \(x=2\)

We can use the inverse function theorem, which states that:

\(g'(x) = 1 / f'(g(x))\)

So, we need to find g(2) and f'(g(2)):

\(g(2) = f^{(-1)}{(2)} = 2^3 + 2 = 10\)

\(f'(x) = 3x^2 + 1\)

\(f'(g(2)) = f'(10) = 3(10)^2 + 1 = 301\)

Therefore, using the inverse function theorem:

\(g'(2) = 1 / f'(g(2)) = 1 / f'(10) = 1 / 301\)

So, the value of g'(2) is 1/301.

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Answer:x=5,x=-8

Step-by-step explanation:

First, you will need to simplify, rearrange the terms, move your terms to the left , distribute, and lastly combine like terms.

x^2 - 6x =40 -9x

x^2 +3x -40 =0 this is what you will get once you do all of the steps.

then use the quadratic formula, and simplify.

Answer:

d

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

12 started at  the x axis

and 5 started at the y axis

^_^:-D:-)☆*: .｡. o(≧▽≦)o .｡.:*☆(●'◡'●)(❁´◡`❁)ᓚᘏᗢ( •_•)>⌐■-■

hope i helped you

The mean of the fitted exponential distribution is 66.67.

To find the mean of the fitted exponential distribution, we first need to estimate the parameter lambda using maximum likelihood estimation.

The probability density function of the exponential distribution is given by

f(x; lambda) = lambda * exp(-lambda * x)

where x is the claim size and lambda is the parameter to be estimated.

The likelihood function for the observed data is the product of the individual probabilities of each claim

L(lambda) = lambda^n * exp(-lambda * sum(x_i))

where n is the number of observed claims and x_i is the i-th claim size.

The log-likelihood function is given by:

ln L(lambda) = n * ln(lambda) - lambda * sum(x_i)

To estimate the parameter lambda, we need to maximize the log-likelihood function with respect to lambda:

d/d(lambda) ln L(lambda) = n/lambda - sum(x_i) = 0

Solving for lambda, we get

lambda = n / sum(x_i)

Substituting the observed values, we get

lambda = 6 / (20 + 45 + 50 + 80 + 100 + 2*100) = 0.015

Therefore, the estimated parameter of the fitted exponential distribution is lambda = 0.015.

The mean of the exponential distribution is given by

E(X) = 1/lambda

Substituting the estimated value of lambda, we get

E(X) = 1/0.015 = 66.67

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Answer:

a rational exponent because m/n is a rational equation and is an exponent in this case

Step-by-step explanation:

Step-by-step explanation:

In an isosceles right angle triangle, two equal acute angles and one right angle are present.

Let the acute angle be x

Therefore by angle sum property,

x+x+90= 180

2x+90=180

2x=180-90

2x=90

x=90/2

x=45°

x + x + 90° = 180°

or, 2x + 90° = 180°

or, 2x = 180° - 90°

or, 2x = 90°

or, x = 90° ÷ 2

or, x = 45°

Answer:

Happy Chrismas My friend.

In mathematics, a vertical line is a line that goes straight up and down, parallel to the y-axis of a coordinate plane. It is represented by the equation x = a, where a is a constant value.

In a coordinate plane, the x-axis runs horizontally and the y-axis runs vertically. A vertical line is parallel to the y-axis and therefore has a constant x-coordinate value. This is why a vertical line can be represented by an equation of the form x = a, where a is a constant value. The value of 'a' is the x-coordinate of all the points on the line. The y-coordinate can have any value.

Vertical lines are relatively simple to work with and can be applied in a variety of mathematical and real-world contexts. For example, in geometry, a vertical line can be used to define the height of a building or the width of a doorway. In algebra, a vertical line can be used to graph the equation of a function and to identify the domain and range of the function. In statistics, a vertical line can be used to represent a significant value on a graph, such as the mean or median of a set of data. It can also be used in physics to represent the position of an object in motion. Overall, vertical lines are a simple yet powerful tool that can be used in a wide range of applications.

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Answer:

78 novels

Step-by-step explanation:

N= novels

M= month

6N = 1M

? = 13M

6N × 13M= 78NM

78NM ÷ 1M

cancel M, therefore;

the number of novels Usama needs to read in 13 months is 78.

Answer:

78 novels

Step-by-step explanation:

=N ˣ M

=6 ˣ 13

=78

It is important to note that the chi-squared test of independence is applicable for categorical variables, and the assumptions of the test should be met for valid results.

The null hypothesis is a type of hypothesis that explains the population parameter and is used to examine if the provided experimental data are reliable.

To determine if the distribution of a given categorical variable is consistent with a null hypothesis, you can use a statistical test called the chi-squared test of independence.

The chi-squared test of independence is used to assess whether there is a significant association between two categorical variables. It compares the observed frequencies (counts) of each category in the given variable with the expected frequencies that would be observed if the null hypothesis were true. The null hypothesis typically assumes that there is no association or relationship between the variables, and any deviations from expected frequencies are due to random chance.

Here are the steps involved in conducting a chi-squared test of independence:

1. Formulate the null and alternative hypotheses: The null hypothesis assumes no association between the variables, while the alternative hypothesis suggests that there is an association.

2. Create a contingency table: Construct a contingency table that shows the observed frequencies of the categories for each variable.

3. Calculate the expected frequencies: Based on the null hypothesis, calculate the expected frequencies for each category. This is typically done assuming independence between the variables.

4. Calculate the test statistic: Using the observed and expected frequencies, calculate the chi-squared test statistic. This measures the overall discrepancy between the observed and expected frequencies.

5. Determine the p-value: The chi-squared test statistic follows a chi-squared distribution. Calculate the p-value associated with the test statistic, which represents the probability of obtaining results as extreme as the observed data under the null hypothesis.

6. Make a decision: Compare the p-value to a predetermined significance level (e.g., 0.05). If the p-value is smaller than the significance level, you reject the null hypothesis and conclude that there is evidence of an association between the variables. Otherwise, if the p-value is larger than the significance level, you fail to reject the null hypothesis and conclude that there is no evidence of an association.

It is important to note that the chi-squared test of independence is applicable for categorical variables, and the assumptions of the test should be met for valid results. These assumptions include having independent observations and sufficient expected frequencies in each cell of the contingency table.

It is also worth mentioning that there are other statistical tests available for specific scenarios or different types of categorical data analysis, such as Fisher's exact test or McNemar's test. The choice of the appropriate test depends on the research question, study design, and the specific characteristics of the data.

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The Phillips curve describes the relationship between the unemployment rate and the rate of change of wages. Option C is the correct option.

What is  Phillips curve?

The relationship between the rate of inflation and the unemployment rate is represented by the Phillips curve. The analysis of wage inflation and unemployment in the United Kingdom from 1861 to 1957 by A. W. H. Phillips, despite having forerunners, is a significant development in the field of macroeconomics. When unemployment was high, wages rose slowly; when unemployment was low, wages rose quickly, according to Phillips' research.

According to Phillips' hypothesis, as the unemployment rate declines, the labor market becomes more competitive and firms are forced to raise wages more quickly in order to recruit qualified workers. The pressure decreased as unemployment rates rose. The average relationship between wage behavior and unemployment over the course of the business cycle was represented by Phillips' "curve."

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The solution to the given problem is 25/88. The solution has been obtained by applying BODMAS rule.

What is the BODMAS rule?

The letters BODMAS stand for Bracket, Of, Division, Multiplication, Addition, and Subtraction. An explanation of a mathematical expression's execution sequence is provided by the BODMAS. According to the BODMAS rule, brackets must be answered first, then powers or roots (i.e. of), Division, Multiplication, Addition, and finally Subtraction.

We are given an expression as (3/11 + 2/11) * 5/8

Now, as per the BODMAS rule, we will first solve the brackets.

On solving the brackets, we get

5/11 * 5/8

Now, on solving it further, we get

5/11 * 5/8 = 25/88

Hence, the solution to the given problem is 25/88.

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Answer:2 beacuse if u divide 4 by 2 and 6 by 2 u get 2/3

Step-by-step explanation:

Answer:

6 Seconds

Step-by-step explanation:

The car come to a complete stop after the time of 6 seconds.

For the given question;

A car's velocity is modeled by v(t) = 0.5t² – 10.5t + 45.

The time inequality is given as; 0 ≤ t ≤ 10.5.

To calculate the time for which velocity becomes zero.

Put v(t) = 0.

v(t) = 0.5t² – 10.5t + 45 = 0

0.5t² – 10.5t + 45 = 0

Divide equation by 0.5.

t² – 21t + 90 = 0

factorize the values.

(t - 15)(t - 6) = 0

t = 15 and t = 6 seconds

As, 0 ≤ t ≤ 10.5.

Thus, t = 6 seconds.

Therefore, the car come to a complete stop after the time of 6 seconds.

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