Only Priya's statement is correct based on the expected value. The expected value of X represents the average or mean number of successful free-throws that the player makes. Therefore, it is correct to say that the probability of making a free-throw is 0.80 on average. Hadley's statement about the next set of 2 free-throws is incorrect because the expected value does not tell us exactly how many free-throws the player will make in a given set, but rather what the average or expected number of successful free-throws will be over a series of trials.
System C. Solve this system of equations using the provided table.
Answer:
Step-by-step explanation:
all you have to do is replace the x in each equation with the x in the table for example for the first one y1 would be -8 and y2 would be 28/3
Determine whether the function is one-to-one. f(x)=-3x+5. Show work.
One way to show a function is 1-1 is to show that if two outputs are the same, then the inputs had to have been the same as well:
If f(a) = f(b), then a=b.
If you can show this, you've shown that each output is paired with a unique input, so the function is 1-1.
For this function, we'd first start assuming that f(a) = f(b):
f(a) = f(b)
-3a+5 = -3b+5
Now we'll solve this for a:
-3a + 5 = -3b + 5
-3a + 5 - 5 = -3b + 5 - 5
-3a = -3b
-3a ÷ (-3) = -3b ÷ (-3)
a = b
This shows that the only way the outputs are the same is if the inputs are the same, which means each output comes from a unique input, so the function is 1-1.
A group of ten students recorded the number of minutes they spent on one math homework problem. The mean amount of time was 9 minutes, but the MAD was 7 minutes. Draw a dot plot to represent a data set that matches this description. Be sure to include a title and label your axis.
Answer:
Here is an example of a dot plot (in text, did as best as I could to represent it) that matches the description you provided:
Number of Minutes Spent on Math Homework Problem
|
10| o
9| o
8|
7| o
6|
5| o
4|
3| o
2|
1| o
0|___________________
1 2 3 4 5 6 7 8 9 10
Students
This dot plot shows the number of minutes spent on a math homework problem by ten students. The mean amount of time is represented by the dot at the y-value of 9, and the MAD (Mean Absolute Deviation) is represented by the spread of the data around the mean.
A cow drinks 56 litre per day. Zipho states that a full through has enough water for 8 cows per day. Verify wether the statement is correct
Answer:
Step-by-step explanation:
According to the sources I found, cows consume an average of 3 to 30 gallons of water per day. One gallon is equivalent to 3.78541 liters. Therefore, a cow drinks between 11.35623 liters and 113.5623 liters per day.
If we assume that each cow drinks 30 gallons (113.5623 liters) per day, then a full trough would have enough water for 2.37 cows per day (226.8 liters / 113.5623 liters per cow). Therefore, Zipho’s statement is incorrect if we assume that each cow drinks 56 liters per day.
For each graphically defined function below, state the domain, the range, and the intervals over which the function is increasing, decreasing, or constant.
The domain, the range, and the intervals over which the function is increasing, decreasing, or constant is [-2, -1], [-1, 1] and [1, 3].
We are given that;
The graph of the function
Now,
From the graph, we can see that:
The domain of the function is [-2, 3], since these are the smallest and largest x-values that the graph covers.
The range of the function is [-1, 2], since these are the smallest and largest y-values that the graph covers.
The intervals of the function are:
Increasing on [-2, -1], since the graph is rising on this interval.
Constant on [-1, 1], since the graph is flat on this interval.
Decreasing on [1, 3], since the graph is falling on this interval.
Therefore, we can write:
Domain: [-2, 3]
Range: [-1, 2]
Intervals:
Increasing: [-2, -1]
Constant: [-1, 1]
Decreasing: [1, 3]
Therefore, by the function the answer will be [-2, -1], [-1, 1] and [1, 3].
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Find all of square roots of 36i and write the answers in rectangular (standard) form
PLEASE HELP ON QUESTION ASAP !
hi ! I really need help understanding paragraph and I've also added a question about paragraph by me down below . Would like explanation in simple words.
If answers correct I'll rate you five stars a thanks and maybe even brainliest
Paragraph I needed help understanding:
If two or more cells are connected together side by side, the voltage across them is sum of the voltage of each cell. This is because both cells are pushing same way.
My Question about paragraph:
If the sum lets say was 4.5v would every individual cell be worth 4.5 as it says in question ' voltage across them is the sum of voltage of each cell ' or are they each a different value? And how would we be able to find value?.
C
E
53°
77⁰
D
Determine the measure of the missing angle of the triangle.
A
Answer:
50
Step-by-step explanation:
The angles of a triangle add up to 180°
So
53+77+x=180
x=180-130
x=50
PLEASE HELP I REALLY NEED TO ANSWER THIS
Answer:
b=76* (because different angles)
Answer:
76
Step-by-step explanation
*shows a flat angle (180 degrees)
180 - 104 = 76
Simplify following below
Answer: Please See attached file for answers and work for problems 1-2.
1. a= 7
b= 70 degrees
2. a= 6
b= 19pi/20
Step-by-step explanation:
Use the rule(s):
[tex]z_{1} z_{2} =r_{1} r_{2} cis[/tex](θ[tex]_{1}[/tex]+θ[tex]_{2}[/tex])
[tex]\frac{z_{1} }{z_{2}} =\frac{r_{1} }{r_{2}}cis[/tex](θ[tex]_{1}[/tex]-θ[tex]_{2}[/tex])
and isolate it to standard form: a (cos b + i sin b)
you can also rewrite that as a (cis b)
The average annual salary for all US teachers is $48,000. Assume the distribution is normal and the standard deviation is $5700, if you apply for teaching position and were $52,000,how do you feel (based on the probability result)? Explain why you feel that way.
Based on the given information, the average annual salary for all US teachers is $48,000 with a standard deviation of $5,700. So, you should feel good about your $52,000 offer, as it is above the average salary for US teachers and places you in a relatively higher earning position compared to your peers.
If you apply for a teaching position and were offered $52,000, let's determine your relative position in the salary distribution using a z-score.
The z-score is calculated as (X - μ) / σ, where X is your salary, μ is the mean salary, and σ is the standard deviation. Plugging in the values, we have:
Z = ($52,000 - $48,000) / $5,700 = $4,000 / $5,700 ≈ 0.70
A z-score of 0.70 indicates that your salary is 0.70 standard deviations above the mean salary. Based on a normal distribution table, about 24% of teachers would earn more than you, and 76% would earn less.
Considering the probability result, you should feel good about your $52,000 offer, as it is above the average salary for US teachers and places you in a relatively higher earning position compared to your peers.
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Inequalities - Introduction
Answer:
Step-by-step explanation:
This number line says that we can take all values of x that are less than or equal to 2. That is, the solution is
[tex]x\leq 2[/tex]
NOTE: if the circle at 2 were not filled in then that would mean x<2 (2 would not be an accepted value of x)
heres the equation...
2/3 * P = 5
P=?
Answer:
p=7.5 or 7 1/2
Step-by-step explanation:
To solve this equation you need to isolate the P
1) We can multiply P and the numerator (In this case 2) since it is the same thing. The rewritten equation is 2p/3=5.
2) Now we can multiply both sides by 3 to isolate 2p. The equation is now 2p=15
3) The next step is to divide both sides by 2 so we can isolate the p. We now have p=7.5 or 7 1/2
Hope this helps :)
What are the dimensions of the product?
(blank)
1 x 2
2 x 2
3 x 2
3 x 3
Answer:
2 x 2
Step-by-step explanation:
Given the dimensions of the first matrix are 2x3 and the dimensions of the second matrix are 3x2, then the dimensions of the product will be 2x2.
Remember that the dimensions of a matrix are read by rows*columns.
The product of an m×n matrix and an n×k matrix is an m×k matrix
NEED HELP ASP PLEASE
The side and angles of the right triangle are as follows:
1. 5 units
2. 5 units
3. tan ∅ = 4 / 5
How to find the side angles of a right triangle?The side of a right triangle can be found using Pythagoras's theorem and the angles of a right angle triangle can be found using trigonometric ratios as follows:
c² = a² + b²
where
a and b are the other legsc = hypotenuseTherefore,
1.
c² = 4² + 3²
c = √16 + 9
c = √25
c = 5 units
2.
a² = 13² - 12²
a = √169 - 144
a = √25
a = 5 units
3.
tan ∅ = opposite / adjacent
tan ∅ = 4 / 5
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If W is a subspace of a vector space V and B W is a basis for W,then there is a unique subspace U so that V = W⊕U and a basis B U for U so that BV =BW +BU is a basis for V.
Is this true or false?
Set B_V spans V and is linearly independent, satisfying the requirements for a basis.
The statement is true.
How to determine if the statement is trueIf W is a subspace of a vector space V and B_W is a basis for W, then it is true that there exists a unique subspace U such that V = W ⊕ U, where ⊕ represents the direct sum of subspaces.
This means that every vector in V can be uniquely expressed as the sum of a vector in W and a vector in U.
Additionally, there exists a basis B_U for U such that the union of B_W and B_U, denoted as B_V = B_W ∪ B_U, forms a basis for the entire vector space V.
This means that the set B_V spans V and is linearly independent, satisfying the requirements for a basis.
Hence, the statement is true.
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how to find area of irregular shapes?
Finding the area of irregular shapes can be challenging, as they do not have a regular geometric formula to calculate their area. However, there are a few methods you can use depending on the shape and available information. Here are three common approaches:
Break it into simpler shapes: If the irregular shape can be divided into simpler geometric shapes (such as rectangles, triangles, circles, or trapezoids), you can calculate the area of each individual shape and then sum them up to find the total area. This method is called the “composite shape” or “dissection” method.Approximation using grids: If you have a grid or graph paper, you can overlay it on the irregular shape and count the number of squares that are fully or partially covered by the shape. Multiply the number of squares by the area of each square to estimate the area of the irregular shape. This method is known as the “grid method” or “counting squares.”Using calculus: If you have an equation or a graph of an irregular shape, you can use calculus techniques to find the area. By integrating the function that represents the shape's boundary or using numerical integration methods, you can determine the area under the curve. This method is more advanced and requires knowledge of calculus.It's important to note that these methods provide approximations and may not yield exact results, especially for highly complex irregular shapes. Additionally, there may be specialized techniques for specific types of irregular shapes. In some cases, using computer software or online tools designed for area calculations can also be helpful.
Remember to carefully assess the shape and available information to choose the most suitable method for finding the area of an irregular shape in your specific situation.
Mbhalati says he will be charged R180 when making a deposit of notes to the value of R1500 and R500 in coins.Show by means of calculations whether his statement is valid
Mbhalati's statement is valid.
The charge of R180 is less than the total value of his deposit is R2000.
To determine whether Mbhalati's statement is valid, we need to calculate the total value of his deposit and compare it to the stated charge.
Given information:
Value of notes deposited: R1500
Value of coins deposited: R500
Charge for the deposit: R180
To calculate the total value of Mbhalati's deposit, we add the value of the notes and the value of the coins:
Total deposit value = Value of notes + Value of coins
Total deposit value = R1500 + R500
Total deposit value = R2000
Now, let's compare the total deposit value to the stated charge:
Total deposit value = R2000
Stated charge = R180
Mbhalati's statement would be valid if the stated charge (R180) is equal to or less than the total deposit value (R2000).
Let's check:
Is R180 ≤ R2000?
Yes, R180 is less than R2000.
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Consider a tree T with n vertices, where n is an odd integer greater than or equal to 3. Let v be a vertex of T. Prove that there exists a vertex u in T such that the distance between u and v is at most (n-1)/2
There must exist a vertex u in T such that the distance between u and v is at most (n-1)/2.
To prove the existence of a vertex u in tree T such that the distance between u and v is at most (n-1)/2, we can employ a contradiction argument. Assume that such a vertex u does not exist.
Since the number of vertices in T is odd, there must be at least one path from v to another vertex w such that the distance between v and w is greater than (n-1)/2.
Denote this path as P. Let x be the vertex on path P that is closest to v.
By assumption, the distance from x to v is greater than (n-1)/2. However, the remaining vertices on path P, excluding x, must have distances at least (n+1)/2 from v.
Therefore, the total number of vertices in T would be at least n + (n+1)/2 > n, which is a contradiction.
Hence, there must exist a vertex u in T such that the distance between u and v is at most (n-1)/2.
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enter the number that belongs in the green box
The angle opposite to side BC in triangle ABC is approximately 38.213 degrees.
We have,
To find the angle opposite to side BC in triangle ABC, we can use the Law of Cosines.
The Law of Cosines states that in a triangle with sides of lengths a, b, and c, and the angle opposite to side c being denoted as C, the following equation holds:
c² = a² + b² - 2ab x cos(C)
In this case,
Side a is BC with length 12, side b is AC with length 20, and side c is AB with length 11. We want to find the angle C, which is opposite to side BC.
Plugging the given values into the Law of Cosines equation:
11² = 12² + 20² - 2 x 12 x 20 x cos C
121 = 144 + 400 - 480 x cos C
121 = 544 - 480 x cos C
480 x cos C = 544 - 121
480 x cos C = 423
cos C = 423/480
Now, we can find the angle C by taking the inverse cosine (arccos) of (423/480):
C = arccos(423/480)
Using a calculator, we find that C is approximately 38.213 degrees.
Therefore,
The angle opposite to side BC in triangle ABC is approximately 38.213 degrees.
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The frequency table below shows the number of goals Real Madrid scored in each of their soccer games in April and May of 2022. Determine the total number of data values (games played) represented in the table.
Data (goals scored) Frequency
0 1
1 3
2 2
3 4
4 2
7 1
9 1
Provide your answer below:
FEEDBACK
There were 14 games played in total during April and May of 2022.
To determine the total number of data values (games played) represented in the frequency table,
Add all of the frequencies indicated in the table.
So, we have:
0 goals scored in 1 game
3 games with a single goal scored 2 goals scored in 2 games
4 games with three goals
2 games with four goals 1 game with 7 goals
And 1 game with 9 goals
Adding up all of these frequencies,
We get,
⇒ 1 + 3 + 2 + 4 + 2 + 1 + 1 = 14
Therefore,
There were 14 games played.
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cynthia opened her cylindrical container of oatmeal that has a height of 9 inches
The expression that can be used to find the amount of oatmeal in the container, obtained from the formula for the volume of a cylinder is π · 2² · 8. The correct option is therefore, the option C.
C. π · 2² · 8
What is the formula for the volume of a cylinder?The volume of a cylinder is; V = π × Radius² × Height
The part of the question that appear missing, obtained from a similar question on the internet, includes;
The radius of the can = 2 inches
The height to which the can was filled = 8 inches
The volume of oatmeal in the can is therefore;
V = π·r²·h
Where;
r = The radius of the can = 2 inches
h = The height to which the oatmeal is filled = 9 - 1 = 8 inches
Therefore;
V = π × 2² × 8
The expression that can be used to find the amount of oatmeal in the can is therefore;
C. π · 2² · 8
The possible question options, obtained from the online question are;
A. (4·π·9) - 1
B. 2·π·8
C. π·2²·8
D. (4·π·9)/3
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A rectangular pyramid with a height of 21 cm has a volume of 728 cm³. Calculate the length of its base if its breadth is 8 cm.
Hello !
Answer:
[tex]\Large \boxed{\sf length=13cm}[/tex]
Step-by-step explanation:
The volume of a pyramid is given by [tex]\sf V_{pyramid}=\frac{1}{3} \times B\times h[/tex] where B is the area of the base and h is the height.
This is a rectangular pyramid. We have where [tex]\sf B=l\times w[/tex] l is the length and w is the width (breadth).
So [tex]\sf V_{pyramid}=\frac{1}{3} \times l\times w\times h[/tex]
Given :
h = 21 cmw = 8 cml = x[tex]\sf V_{pyramid}=728cm^3[/tex]Let's replace h, w, l, [tex]\sf V_{pyramid}[/tex] with their values in the previous formula :
[tex]\sf 728=\frac{1}{3} \times x\times 8 \times 21\\728=56x[/tex]
Let's solve for x !
Divide both sides by 56 :
[tex]\sf \frac{56x}{56} =\frac{728}{56}\\ \boxed{\sf x=13cm}[/tex]
Have a nice day ;)
The line PQ has equation 3x - 2y = 12 Pis the point with coordinates (6, 3) and Q is the point with coordinates (- 2, k)
a) Find the value of k.
Answer:
k = - 9
Step-by-step explanation:
the equation of a line in slope- intercept form is
y = mx + c ( m is the slope and c the y- intercept )
given equation of PQ is
3x - 2y = 12 ( subtract 3x from both sides )
- 2y = - 3x + 12 ( divide through by - 2 )
y = [tex]\frac{3}{2}[/tex] x - 6 ← in slope- intercept form
with slope m = [tex]\frac{3}{2}[/tex]
now calculate the slope of PQ using the slope formula and equate to [tex]\frac{3}{2}[/tex]
m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]
with (x₁, y₁ ) = P (6, 3 ) and (x₂, y₂ ) = Q (- 2, k )
m = [tex]\frac{k-3}{-2-6}[/tex] = [tex]\frac{k-3}{-8}[/tex]
equating the slopes of PQ
[tex]\frac{k-3}{-8}[/tex] = [tex]\frac{3}{2}[/tex] ( cross- multiply )
2(k - 3) = - 8 × 3 = - 24 ( divide both sides by 2 )
k - 3 = - 12 ( add 3 to both sides )
k = - 9
Use the bar graph to find the experimental probability of the event.
A bar graph, titled Spinning a spinner. Horizontal axis shows number spun. Vertical axis shows times spun. The first bar is labeled 1. It ends at 8. The second bar is labeled 2. It ends at 6. The third bar is labeled 3. It ends at 9. The fourth bar is labeled 4. It ends at 11. The fifth bar is labeled 5. It ends at 9. The sixth bar is labeled 6. It ends at 7.
The experimental probability of not spinning a 1 is
Answer:
To find the experimental probability of not spinning a 1, we need to determine the total number of spins and the number of spins that resulted in not landing on 1.
From the bar graph, we can see that the bar labeled "1" ends at 8, indicating that the spinner landed on 1 a total of 8 times.
To find the total number of spins, we sum up the values at the end of each bar:
Total number of spins = 8 + 6 + 9 + 11 + 9 + 7 = 50
The number of spins that did not result in landing on 1 is the sum of the values at the ends of the bars labeled 2, 3, 4, 5, and 6:
Number of spins not landing on 1 = 6 + 9 + 11 + 9 + 7 = 42
Now, we can calculate the experimental probability of not spinning a 1 by dividing the number of spins not landing on 1 by the total number of spins:
Experimental probability of not spinning a 1 = Number of spins not landing on 1 / Total number of spins
Experimental probability of not spinning a 1 = 42 / 50
Experimental probability of not spinning a 1 = 0.84 or 84%
Therefore, the experimental probability of not spinning a 1 is 84%.
Step-by-step explanation:
Answer: 21/25 or 0.84
Step-by-step explanation:
8+6+9+11+9+7=50
50-8=42
42/50=21/25=0.84
Area of a parallelogram
Find the area of this parallelogram. Be sure to include the correct unit in your answer.
16 yd
13 yd
K-12 yd →
The required area of the given parallelogram is 156 square yards.
Given that, the base of the parallelogram is 12 yd and height of the given parallelogram is 13 yd.
To calculate the area of the parallelogram by using the formula,
Area of parallelogram = base × height.
That implies, Area of given parallelogram(A) = base × height.
A = 12 × 13.
A = 156 square yards.
Therefore, the required area of the given parallelogram is 156 square yards.
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a rectangular prism has a top face with an area of 20 ft and a height of 5ft.what is the volume of this rectangular prism
Answer:
100 cubic feet
Step-by-step explanation:
To find the volume of a rectangular prism, we need to multiply the area of the base by the height.
Given:
Area of the top face = 20 ft²
Height = 5 ft
The volume (V) can be calculated as follows:
V = Area of the top face * Height
V = 20 ft² * 5 ft
V = 100 ft³
Therefore, the volume of the rectangular prism is 100 cubic feet.
Answer the following question, and show your work. *
2
4
3
6
6
3
8
9
7
9
8
???
Answer:
6
(If you like this answer i would appreciate if u give brainliest but otherwise, i hope this helped ^^)
Step-by-step explanation:
To find the missing number in the given sequence, let's analyze the pattern:
2, 4, 3, 6, 6, 3, 8, 9, 7, 9, 8, ???
Looking at the sequence, we can identify a few patterns:
The sequence alternates between increasing and decreasing numbers.
The first two numbers, 2 and 4, are increasing.
The next two numbers, 4 and 3, are decreasing.
The following two numbers, 3 and 6, are increasing.
The subsequent two numbers, 6 and 3, are decreasing.
The next two numbers, 3 and 8, are increasing.
The subsequent two numbers, 8 and 9, are increasing.
Based on these observations, it appears that the sequence is following a pattern where it alternates between increasing and decreasing numbers, but the specific values being added or subtracted are not consistent.
Now let's determine the missing number:
From the pattern, the next two numbers should be decreasing. Following the pattern of alternating between increasing and decreasing numbers, the missing number after the last given number (8) should be less than 9.
Let's assume the missing number is x:
8 - x
Since the previous decreasing sequence was 6 - 3, we can assume that x is 1 less than the previous number (3):
8 - (3 - 1) = 8 - 2 = 6
Therefore, the missing number in the sequence is 6.
The complete sequence is:
2, 4, 3, 6, 6, 3, 8, 9, 7, 9, 8, 6
Tell me about algebra
Answer:
Algebra is the study of variables and the rules for manipulating these variables in formulas; it is a unifying thread of almost all of mathematics. Elementary algebra deals with the manipulation of variables as if they were numbers and is therefore essential in all applications of mathematics.
The commutative rule of addition, the commutative rule of multiplication, the associative rule of addition, the associative rule of multiplication, and the distributive property of multiplication make up the fundamental rules of the algebra.
ps. i copy from the internet
(1x10^6) - (9x10^2) =