What is 4 1/2÷(−2 2/3)?

Write the answer as a mixed number in simplest form.

help plssss

Attached is the pedigree. I found this exercise on the Internet.

The probability that both john and sue are carriers is:

The missing characters are: II-5, II-6, II-8, III-10, III-11, III-12, III-13.

Individual II-5 will have half black/half white squares. It's a square because it shows in the book that John's grandmother (I-2) fell ill.

Half black/half white transmits an allele that requires the disease allele because his mother has the disease, and his father does not carry or show the disease, so from him, John's father (II-5) only got one. normal allele.

The person will ask II-6 questions in a circle. A circle because John's mother once father is Example II-5. Since she has a daughter (John's Sister) with the disease, it means that John's sister inherited both alleles for the disease.

The Personal II-8 will have a half-black/half-white circle.

Circle because Sue's mother and father Probability Example II-7 (square). Half black/half white transmits an allele that requires the disease allele because her father has the disease, and her mother does not carry or show the disease, meaning she is from her, Sue's mother (II-8). take an old allele.

The person will ask the III-10 questions in a circle. The circle is because she is John's sister mentioned in the text. The question mark is that we can't be sure if this is an allele.

We know from the records that he has no symptoms of the disease, but if his mother is infected with only one allele, he may have inherited an allele from his father or mother, or he will inherit the disease allele. The disease allele comes from the mother, not from the father if the mother has the disease.

John, There will be questions in the People III-11 box. Square because John is a man. The question mark is that we can't be sure if this is an allele. We know from the literature that he has no symptoms of the disease, but if his mother is a carrier of only one of the disease alleles, he may have inherited the disease allele from his father. disease allele. If her mother has a disease, it is not from her father, but from her mother.

SU will have questions in the Humans III-12 circle. Circle it because she's Sue, the woman. The question mark is that we can't be sure if this is an allele. From the instructions, we learn that he has no symptoms of the disease, but that he may have inherited the disease allele from his mother, and that after his mother has the disease allele, he too can be a carrier or transmit the disease to others. The disease allele has inherited the normal allele from its mother. He inherited only one normal allele from his father.

III-13 individuals will have questions in the square. A square because according to the guide, he is Su's brother. The question mark is that we can't be sure if this is a disease allele. We know from the records that she did not show any signs of the disease, but she probably inherited the disease allele from her mother, and when her mother has the disease allele, she will also be a carrier or inherited. original allele from its mother. He inherited only one normal allele from his father.

Complete Question:

John and sue are expecting a child, but are concerned about a rare autosomal recessive disease that is present in both of their families. in the pedigree below, john is represented as individual iii-11 and sue is represented as individual iii-12. john\'s sister, iii-10, and sue\'s brother, iii-13, both do not show evidence of the disease, but john\'s paternal grandmother and sue\'s maternal grandfather both had the disease. assign the appropriate symbol to each individual in the pedigree. what is the probability that john is a carrier? probability: 66.7 % what is the probability that both john and sue are carriers?

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Answer:

12.6

Step-by-step explanation:

Answer:

The measure of angle WVX is 140°.

Step-by-step explanation:

Let x be the measure of angle WVX.

\( \frac{14}{9} \pi = 2x\)

\( x = \frac{7}{9} \pi( \frac{180}{\pi}) = 140 \: degrees\)

Answer:

angle = arc length/radius
in this case, the arc length is 14/9*\(\pi\) and the radius is 2. Upon multiplying these, you get 140.

so, the answer is 140 degrees.

There are \(7\frac{1}2}\) grams on the scale in all once she added 2 5/6 grams to the scale.

The International System of Units (SI) is the modern form of the metric system and is the most widely used measurement system in the world. It consists of seven basic units of seven basic quantities.

Length is the meter, mass is the kilogram, time is the second, electric current is the ampere, temperature is the kelvin, amount of matter is the mole, and luminosity is the cand. SI also includes derived units such as Newton (force) and Pascal (pressure), which are combinations of base units. SI is the standard measurement system in most countries around the world and is used in scientific, engineering, and commercial applications.

Given,

initial weight = \(4\frac{2}{3} = \frac{14}{3}\)

Final weight = \(2\frac{5}{6} = \frac{17}{6}\)

Final weight = \(\frac{14}{3} + \frac{17}{6} = \frac{45}{6} = \frac{15}{2} = 7\frac{1}{2}\)

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Triangle properties include triangle inequality, angle sum, congruence, exterior angle theorem, and isosceles triangle theorem.

1. Triangle Inequality: The sum of the lengths of any two sides of a triangle must be greater than the length of the third side.

2. Angle Sum of a Triangle: The sum of the angles of a triangle is always equal to 180°.

3. Congruence of Triangles: If two triangles have all three sides equal, then they are congruent (the same size and shape).

4. Exterior Angle Theorem: The measure of an exterior angle of a triangle is equal to the sum of the measures of the two interior angles that are not adjacent to it.

5. Isosceles Triangle Theorem: If two sides of a triangle are equal in length, then the angles opposite those sides are also equal in measure.

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The five properties of triangle is listed below.

The term triangle is defined as the polygon with three angle, sides and vertices.

Here we have to list down the properties of triangle.

The basic five properties of triangle are as follows:

1) in geometry, total amount of space inside the triangle is called the area of a triangle. And it is measured by square units.

2) The property of perimeter of a triangle is equal to the sum of all three sides of the triangle.

3) And the another property states that sum of the length of the two sides of a triangle is greater than the length of the third side.

4) according to the angle, the property states that sum of the angles of a triangle is always 180 degrees.

5) If angles of an equilateral triangle are equal and has a measure of 60⁰ each.

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Answer:

$20,300.88

Step-by-step explanation:

First Year : 75,000x(1-23%)

Second Year: 75,000x(1-23%)x(1-23%)

=75,000x(1-23%)^2

Third Year : 75,000x(1-23%)x(1-23%)x(1-23%)

=75,000x(1-23%)^3

x Year : 75,000x(1-23%)^x              (Analogical Reasoning)

Hence : Fifth year:75,000x(1-23%)^5 = 75000x(0.77)^5

23%=0.23 1-23%=1-0.23=0.77

Therefore Fifth Year: 75000x(0.77)^5=$20300.88

The measure of angle c is 70 degrees.

If angle a and angle b are complementary, it means that the sum of their measures is equal to 90 degrees.

Given:

Measure of angle a = 10x + 10

Measure of angle b = 20

We can set up the equation:

(10x + 10) + 20 = 90

Simplifying the equation:

10x + 30 = 90

Subtracting 30 from both sides:

10x = 60

Dividing both sides by 10:

x = 6

Now, we have found the value of x to be 6.

To find the measure of angle c, we can substitute the value of x into the equation for angle a:

Measure of angle a = 10x + 10

Measure of angle a = 10(6) + 10

Measure of angle a = 60 + 10

Measure of angle a = 70

As a result, angle c has a measure of 70 degrees.

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Answer:

y > 1/3x -3

Step-by-step explanation:

Just find the equation of the line, which is y = 1/3x -3, and then determine what the symbol is going to be. Since the line is dotted, it will either be < or >. When the shaded area is on top of the line, it's >. Remember that by saying left on the bottom or right on top.

If two samples are selected from same population, then two samples are  guaranteed to have exactly same t-statistic is (d) If samples are same-size and have same-mean and have same-variance.

If two samples are selected from the same population and have the same size, same mean, and same variance, the t statistic calculated for both samples will be exactly the same.

The t statistic is computed using the sample means, sample variances, and sample sizes. When these values are identical for both samples, the calculations for the t-statistic will yield the same result.

This scenario ensures that the t-statistic, which is used for hypothesis testing or constructing confidence intervals, will be consistent across the two samples.

Therefore, the correct option is (d).

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The given question is incomplete, the complete question is

If two samples are selected from the same population, under what circumstances are the two samples guaranteed to have exactly the same t statistic?

(a) If the samples are the same size and have the same variance.

(b) If the samples are the same size and have the same mean.

(c) If the samples have the same mean and the same variance.

(d) If the samples are the same size and have the same mean and have the same variance.

Answer:

The completed two column proof is presented as follows;

Statement  \({}\)                               Reason

1. AC bisects ∠A and ∠C \({}\)       1. Given

2. ∠ACB ≅ ∠ACD \({}\)                  2. Definition of bisector

3. ∠BAC ≅ ∠DAC     \({}\)              3. Definition of bisector

4. \(\overline {AC}\) = \(\overline {AC}\)     \({}\)                        4. Reflexive PE

5.  \(\overline {AC}\) ≅ \(\overline {AC}\)     \({}\)                      5. Segments with equal lengths are congruent

6. ΔABC ≅ ΔADC   \({}\)                6. By ASA

Step-by-step explanation:

The completed two column proof is presented as follows;

Statement  \({}\)                              

1. AC bisects ∠A and ∠C; The given data on the figure

2. ∠ACB ≅ ∠ACD;\({}\) A bisected angle is divided into two equal angles which are congruent to each other

3. ∠BAC ≅ ∠DAC     \({}\)              3. Definition of bisector

4. \(\overline {AC}\) = \(\overline {AC}\)     \({}\)                        4. Reflexive Property of Equality (PE)

5.  \(\overline {AC}\) ≅ \(\overline {AC}\)     \({}\)                      5. Segments with equal lengths are congruent

6. ΔABC ≅ ΔADC   \({}\)                6. By Angle-Side-Angle, ASA, is a condition for congruency of two triangles

Where two angles and the included side between the two angles on one triangle are equal to two angles and the included side between the two angles on another triangle, the two triangles are said to be congruent by the Angle-Side-Angle ASA rule and therefore, they each have equal measures for all corresponding angles sides.

Tangent and Bernoulli numbers are related to Motzkin and Catalan numbers through the generating functions and numerical triangles. The generating functions involve the tangent and Bernoulli functions, respectively, and the coefficients in the expansions form numerical triangles.

Tangent and Bernoulli numbers are related to Motzkin and Catalan numbers through the concept of numerical triangles. Numerical triangles are a visual representation of the coefficients in a power series expansion.

Motzkin numbers, named after Theodore Motzkin, count the number of different paths in a 2D plane that start at the origin, move only upwards or to the right, and never go below the x-axis. These numbers have applications in various mathematical fields, including combinatorics and computer science.

Catalan numbers, named after Eugène Charles Catalan, also count certain types of paths in a 2D plane. However, Catalan numbers count the number of paths that start at the origin, move only upwards or to the right, and touch the diagonal line y = x exactly n times. These numbers have connections to many areas of mathematics, such as combinatorics, graph theory, and algebra.

The relationship between tangent and Bernoulli numbers comes into play when looking at the generating functions of Motzkin and Catalan numbers. The generating function for Motzkin numbers involves the tangent function, while the generating function for Catalan numbers involves the Bernoulli numbers.

The connection between these generating functions and numerical triangles is based on the coefficients that appear in the power series expansions of these functions. The coefficients in the expansions can be represented as numbers in a triangular array, forming a numerical triangle.

These connections provide insights into the properties and applications of Motzkin and Catalan numbers in various mathematical contexts.

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Answer:

5

Step-by-step explanation:

5 is the GCF, because all 3 of those numbers can be divided by 5! Hope this helped!

From all the factors, we can see that 5 is the only common factor, hence the greatest common factor of 20, 30, and 55 is 5

For us to get the greatest common factor of 20, 30, and 55, we need to get their individual factor first as shown:

20 = 5 * 4

30 = 5 * 6

55 = 5 * 11

From all the factors, we can see that 5 is the only common factor, hence the greatest common factor of 20, 30, and 55 is 5

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To calculate the transport fare for Kofi Oduro to and from school this week, we can follow these steps:

Step 1: Calculate the 15% increase in the fare.

15% of GHC5.50 = 0.15 * GHC5.50 = GHC0.825

Step 2: Add the increase to the original fare.

GHC5.50 + GHC0.825 = GHC6.325

Step 3: Multiply the total fare by 2 to account for the return trip.

GHC6.325 * 2 = GHC12.65

Therefore, Kofi Oduro has to pay GHC12.65 as his transport fare to and from school this week. This takes into account the 15% rise in transport fares. .

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I got ECHA... hope it's right:)

Answer:

21

Step-by-step explanation:

Let the three consecutive integers be;

    x , x + 1 and x + 2:

The sum of squares of the two smaller numbers:

  The two smaller numbers are x and x+ 1

Sum of their squares:

           x² + (x+1)²;

        x² + x² + 2x + 1 = 2x² + 2x + 1

It is 45 more than the square of the larger number:

    Larger number = x + 2

        (x+2)² = x² + 4x + 4

 45 more;

        x² + 4x + 4 + 45  = x² + 4x + 49

Both are equal:

 2x² + 2x + 1 =  x² + 4x + 49  

  2x² - x² + 2x - 4x + 1 - 49 = 0

      x² - 2x - 48 = 0

      x² - 6x + 8x - 48 = 0

      x(x - 6) + 8(x - 6) = 0

      (x + 8)(x-6) = 0

      x + 8 = 0 or x - 6 = 0

      x  = -8 or x = 6

We choose x = 6 because it makes the solution true as a positive integer

  Sum of the three numbers:

     x + x + 1 + x + 2 = 6 + 6 + 1 + 6 + 2 = 21

Answer:

A. 22

b. Yes. Because there are 23 woman and they are all under 18 and there are 22 males. In which we don't know if they are underage, but it doesn't really matter because there is one more girl in the room than boys. And all woman are underage so there for there are more underage students in the room.

Step-by-step explanation:

Hope this helps :)

Pls make brainliest :p

And have an amazing day <3

Answer:

there would be 21.6 males. That doesn't work, so you'd have 21 or 22(probably 22)

yes, most of the students are minors. 52% percent at least are under 18 years. 52% is more than half, so that would make it so most are minors.

Step-by-step explanation:

the average rate of change  for the interval from x = 7 to x = 8 is Option A 4374.

The average rate of change is a concept from calculus that measures the rate at which a quantity is changing over a certain interval of time, distance, or other independent variable. Mathematically, it is calculated as the change in the dependent variable divided by the change in the independent variable.

Given that a table of x and y values is provided and a table showing the typical rate of change

We can observe the average rate of change's pattern.

The average rate of change for years five to six is three times that of years four to five.

but we need to identify for 7 to 8, the typical pace of change thus, applying the same pattern

The average rate of change for years six and seven is three times that of years five and six.

7 to 8 has an average change rate of 3×3

Hence, we may enter value.

The typical change from 7 to 8 is 3×3×486.

For 7 to 8, the average rate of change is 4374.

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The complete question is attached below:

it is not a universal rule that the sum of two repeating decimals will always be a repeating decimal. There are instances where their sum can result in a terminating decimal or an integer, as demonstrated in the examples above.

It is not always true that the sum of two repeating decimals must be a repeating decimal.

There are cases where their sum can result in a terminating decimal or even an integer.
Let me provide you with a step-by-step explanation:
Firstly, understand what a repeating decimal is. A repeating decimal is a decimal number that has a repeating pattern of digits after the decimal point, such as 0.333... or 0.272727...
Now, let's consider two repeating decimals as examples: 0.333... and 0.666...
Add these two repeating decimals together:
  0.333...
+ 0.666...
---------
= 0.999...
Observe that the result, 0.999..., is also a repeating decimal. In fact, it is mathematically equal to the integer 1. This demonstrates that the sum of two repeating decimals can be an integer.
Let's consider another example: 0.333... and 0.467467...
Add these two repeating decimals together:
  0.333...
+ 0.467467...
------------
= 0.800467...
In this case, the sum of the two repeating decimals is a mixed decimal with a terminating part (0.800) and a repeating part (467).

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The proportion of the boards that will be greater than 122 inches is 84%

Given :

length of boards is listed as 10 feet is normally distributed with a mean of 123 inches and a standard deviation of 1 inch.

we are aske to determine what proportion of the boards will be greater than 122 inches = ?

we have :

μ = 123

σ = 122

now, let x denote the number of boards.

⇒ X ∼N (μₓ , σₓ²) X∼N(123,1)

⇒ P(X>122)=P( X- μₓ/ σₓ >  122-123/1)

⇒ P(Z > -1)

= 0.08413

= 84%

hence we get the value as 84%

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​

1. We are given that the angle is determined by the formula

lets say we want to sit at x = 25 feet. So if we replace x with 25 and we plug it in our equation, using a calculator in radians we get

3. To transform one angle that is in radians, to degrees, we must mutiply by 180° and divide by pi radians. So, in our case we get

Answer:

\(-35\)

Step-by-step explanation:

Finding the remainder using the Remainder Theorem

\(f(-2) = 5(-2)^3 -4(-2) -3 \\ f(-2) = 5(-8) -4(-2) -3 \\ f(-2) = -40 +8 -3 \\ f(-2) = -35\)

Please refer to my answer from this question to know more about the Remainder Theorem.

You may be wondering why did I make \(a = -2\) and not \(a = 2\). Notice that the Theorem states when we divide \(P(x)\) by \(x -a\) the remainder is \(P(a)\). In this case we are dividing by \(x \red{+} 2\) in which we can rewrite it as \(x -(\blue{-2})\).

#To make a fraction into percentage, the easy way is to times the fraction with 100

9/10 × 100 = 90

#and so, the percentage of 9/10 is 90%

Answer:

35.8

Step-by-step explanation:

                \(\frac{340.1}{9.5}\)  = 358

 We know that our answer can never be greater than 358 since the dividend

is 340.1 and the divisor is 9.5;

  Also,

  Both values are to one decimal places and we can use this to solve the problem;

  9 can divide 340 in about 37 place with a remainder of 7,

    So, it is appropriate to make the solution 35.8

Thus, from the given data, Seth plans to walk farther as 10560 yards is greater than 10020 yards.

Unit conversion is the process of translating a measurement from one set of units to a measurement in a different set of units that is equivalent.

Given data:

-Covert feet into yards-

1 foot = 0.33 yards

30,000 feet = 0.334* 30,000 yards

30,000 feet = 10020 yards

-Covert miles into yards-

1 mile = 1760 yards

6 miles = 6*1760 yards

6 miles = 10560 yards

Thus, from the given data, Seth plans to walk farther as 10560 yards is greater than 10020 yards.

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thus, a = -39 is the solution to the equation -a = 4b-7 when (a, -8) is a solution

An equation is a fine statement that asserts the equivalency of two expressions. It generally consists of two sides, with an equal sign between them. Equations are used to describe connections between variables, and to break problems in colorful fields, including mathematics, wisdom, engineering, and economics.

Given by the question.

the equation given is -a = 4b - 7.

We are also told that (a, -8) is a solution to this equation. This means that if we substitute a for x and -8 for y, the equation will be true.

Substituting the given values, we get:

a = 4b - 7 (Given equation)

a = 4(-8) - 7 (Substituting b = -8, since (a, -8) is a solution)

a = -32 - 7 (Simplifying)

a = -39 (Final answer)

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Answer:

1

Step-by-step explanation:

1+1=2

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