598,500 rounded to the nearest hundred thousand

the probability that the card selected is a spade or a queen is given by P= 0.25

In a deck, there are:

total card = 52

spade = 13

Required

Determine the probability that a selected card is a spade

This is represented as: P(Spade) and it is calculated using:

P= card / spade

Substitute 13 for Spade and 52 for Cards

P = 13/52

 = 0.25

Hence, the required probability is 0.25

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we have the formula

where

S=6161 in2

pi=3.14

substitute

Answer:

N12.8

Assume the money in the box Is M.

therefore, 3/4 of M=N4.80.

Recall N1=100k..... where k 'kobo'

N4.80=X

X=4.80x100. this gives us 480k.

this implies that 3/4 X M= 480k

therefore by cross multiplication, and dividing by 3; 3M=480 X 4

M = (480 X 4) ÷3

M=1280k

converting from kobo' to Naira. the rate of conversion is;

100k = N1

1280k=?

M in naira= 1280/100

M is N12.8

Answer:

B

Step-by-step explanation:

\(\frac{dy}{dx}= (x-2)(y-2)\\ y>2\\\frac{dy}{y-2}=(x-2)dx\\\)

integrate both side

Answer:

4:7

Step-by-step explanation:

The word ACCOMPLISHMENT has 4 vowels (A, O, I, and E), which is where I got the four. It also has 7 consonants (C, C, M, P, L, S, H, M, N, T). Hence where the 7 was found.

169 cars are remaining in the parking lot

There are 260 cars in the parking lot

This number decreased by 35%

100% - 35%

= 65%

65/100

= 0.65

The number of cars left can be calculated as follows

= 260 × 0.65

= 169

Hence there are 169 cars left in the parking lot

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Answer:
132

Step-by-step explanation:

582 - 450 = 132
They already give you the ground seats and the total.

Answer:

b. Normal data is never one of the inference assumptions.

Step-by-step explanation:

A categorical data specifies among two or more groups, which one each observation belongs to, and one or more explanatory variables that can be used to predict this membership.

So, there are two propositions in statistical inference for categorical data

1. That each data in a cell is independent of the others.

2. That samples are randomly drawn.

Thus, there is no room for normality.

The train is 375 meters long in length.

Given is that Alex and Ana started walking when a train passed them. Alex walks in the same direction as the train and Ana in the opposite direction, but at the same speed as Alex. They stopped as the end of the last car passed them. Alex walked 45 m and Ana 30 m.

We know -

distance = speed x time

For Alex, we can write -

d{Alex} = s x t{1}                               ... { 1 }  

For Ana, we can write -

d{Ana} = s x t{2}                                ... { 2 }

Dividing {2} by {1}, we get -

d{Ana}/d{Alex} = t{2}/t{1}    

t{2}/t{1} = 45/30 = 3/2

t{2}/t{1} = 3/2

So, we can write -

t{1} + t{2} = 3 + 2 = 5

So, the length of the train would be -

d = (45 x 5) + (30 x 5)

d = 225 + 150

d = 375 m

Therefore, the train is 375 meters long in length.

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{Question in english -

Alex and Ana started walking when a train passed them. Alex walks in the same direction as the train and Ana in the opposite direction, but at the same speed as Alex. They stopped as the end of the last car passed them. If Alex walked 45 m and Ana 30 m, how long was the train?}

Answer:

6610

Step-by-step explanation:

We have tan(X) = opposite/ adjacent

tan(QBP) = PQ/BQ

tan(35) = PQ/BQ    ---eq(1)

tan(QAP) = PQ/AQ

tan(20) = \(\frac{PQ}{AB +BQ}\)

\(=\frac{1}{\frac{AB+BQ}{PQ} } \\\\=\frac{1}{\frac{AB}{PQ} +\frac{BQ}{PQ} } \\\\= \frac{1}{\frac{230}{PQ} + tan(35)} \;\;\;(from\;eq(1))\\\\= \frac{1}{\frac{230 + PQ tan(35)}{PQ} } \\\\= \frac{PQ}{230+PQ tan(35)}\)

230*tan(20) + PQ*tan(20)*tan(35) = PQ

⇒ 230 tan(20) = PQ - PQ*tan(20)*tan(35)

⇒ 230 tan(20) = PQ[1 - tan(20)*tan(35)]

\(PQ = \frac{230 tan(20)}{1 - tan(20)tan(35)}\)

\(= \frac{230*0.36}{1 - 0.36*0.7}\\\\= \frac{82.8}{1-0.25} \\\\=\frac{82.8}{0.75} \\\\= 110.4\)

PQ = 110.4

≈110

Height above sea level = 6500 + PQ

6500 + 110

= 6610

Answer:

D.

Step-by-step explanation:

Answer:

\( \huge\mathfrak\pink{S} \huge\mathfrak\purple{o} \huge\mathfrak\blue{l} \huge\mathfrak\red{u} \huge\mathfrak\green{t} \huge\mathfrak\pink{i}\huge\mathfrak\purple{o}\huge\mathfrak\red{n}\huge\mathfrak\orange{➔}\ \)

by using Pythagoras law:

h²=p²+b²

x²=16²+12²

x=√400

x=20 units.

Answer:

\(Probability = \frac{1}{7}\)

Step-by-step explanation:

Given

\(School\ Hours = 8am\ to\ 3pm\)

\(Second\ Period = 9am\ to\ 10am\)

Required

Determine the probability that the fire drill happens in the second period

First, we need to convert both time range to hours.

8 am to 3 pm is 7 hours.

So:

\(School\ Hours = 7\ hours\)

9 am to 10 am is 1 hour.

So:

\(Second\ Period = 1\ hour\)

The required probability can then be calculated using:

\(Probability = \frac{Required\ Events}{Total\ Events}\)

In this case, it is:

\(Probability = \frac{Second\ Period}{School\ Hours}\)

\(Probability = \frac{1\ Hour}{7\ Hours}\)

\(Probability = \frac{1}{7}\)

Answer: 14.3%

Step-by-step explanation: 1/7=14.3%

Answer:

Step-by-step explanation:

The inverse of the function is y = 3/(x + 2) - 1

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

y=3/(x+1) -2

Rewrite as

y = 3/(x + 1) - 2

Swap the positions of x and y

So, we have the following representation

x = 3/(y + 1) - 2

Next, we make y the subject of the formula

This gives

3/(y + 1) = x + 2

Take the inverse of both sides

(y + 1)/3 = 1/(x + 2_

So, we have

y = 3/(x + 2) - 1

Hence, the inverse is y = 3/(x + 2) - 1

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Answer:

1. Number of boys in A is 52028.

2. Number of girls in B is 46510.

3. Town B has more number of girls.

Step-by-step explanation:

1. \(95364 - 43336 = 52028\)

2. \(100005-53495=46510\)

3. \(43336<46510\) (A < B)

Answer:

the product of -3 and +50 is -150

(-3)×+(50)=-150

Answer:

Step-by-step explanation:

-3 × 50 =

-150

Megan's biking speed was 6.4 mph and her jogging speed was 1.6 mph

A variable is a quantity that may change within the context of a mathematical problem.

Let's use the following variables to represent the unknown speed :

We know that Megan biked for a certain amount of time, and then jogged for one hour longer. Let's use the variable t to represent Megan's biking time, in hours. Then her jogging time is t + 1 hour.

We can use the formula:

distance = rate x time

To create two equations based on the given information.

For the biking distance of 10 miles, we have:

10 = v_bike * t

For the jogging distance of 8 miles, we have:

8 = v_jog * (t + 1)

We also know that Megan's biking speed was 4 times her jogging speed, so we have:

v_bike = 4 * v_jog

We can substitute this equation into the first equation to get:

10 = 4 * v_jog * t

Simplifying this equation, we get:

t = 2.5 * v_jog

We can substitute this equation into the second equation to get:

8 = v_jog * (2.5 * v_jog + 1)

Simplifying this equation, we get:

8 = 2.5 * v_jog^2 + v_jog

Rearranging the terms, we get:

2.5 * v_jog^2 + v_jog - 8 = 0

We can solve this quadratic equation using the quadratic formula:

Finally, we can use the equation v_bike = 4 * v_jog to find Megan's biking speed:

v_bike = 4 * 1.6 mph = 6.4 mph

Therefore, Megan's biking speed was 6.4 mph and her jogging speed was 1.6 mph

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Answer:

The scientific notation is a method of writing very large or very small numbers in a more compact and easy to read format. It is expressed in the form of a x 10^n, where "a" is a number between 1 and 10, and "n" is an integer.

To write 464000 in correct scientific notation, we need to move the decimal point to the left until we get a number between 1 and 10. We count the number of places we moved the decimal point, and that will be the exponent of 10.

So, we can write 464000 as:

4.64 x 10^5

Therefore, the correct scientific notation of 464000 is 4.64 x 10^5.

Step-by-step explanation:

Answer:

13.4

Step-by-step explanation:

it is A square +b square =c square which is just 12×12=144 + 6×6=36 and then add them together which is 180, then just square root 180 can do it for every type of question like that and always remember the longest side is c, and the other two it doesn't matter which is A or B.

For (A ∪ C) - B: 30 + 25 - 7 - 3 = 45

For (B ∪ C) - A: 30 + 25 - 10 - 3 = 42

For A ∪ B ∪ C: 10 students pass at least one subject.

The existing details provide that among 10 students taking tests, groups A, B, and C have 30, 30, and 25 students respectively.

Additionally, scores overlap between pairings of the three groups - 11 students in groups A and B got a similar score, similarly, for students in groups B and C it was 10, while for those in groups A and C there were 7 who scored alike.

To indicate those passing all three exams, one can use the inclusion-exclusion principle and determine that 3 students did so.

Accounting for circumstances where individuals are themselves part of multiple categories,

(A ∪ C) - B gets us 45 and (B ∪ C) - A goes to 42.

On the whole, from A through C, no less than 10 test-takers ended up passing at least one exam.

In summary:

For (A ∪ C) - B: 30 + 25 - 7 - 3 = 45

For (B ∪ C) - A: 30 + 25 - 10 - 3 = 42

For A ∪ B ∪ C: 10 students pass at least one subject.

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Answer:

Step-by-step explanation:

You want the vertex and another point on the parabola f(x) = 2x² -12x +11.

The equation can be put into vertex form as follows:

  f(x) = 2(x² -6x) +11 . . . . . . . factor the leading coefficient from the variable terms

  f(x) = 2(x² -6x +9) +11 -2(9) . . . . add (6/2)² = 9 inside parentheses, subtract the same amount outside

  f(x) = 2(x -3)² -7 . . . . . . . . simplify to vertex form

Comparing this to the vertex form equation ...

  f(x) = a(x -h)² +k

we see that a=2, h=3, k=-7.

The vertex is (h, k) = (3, -7). This is one point on the parabola.

We can use a value for x that is near the value of h to obtain another point on the parabola without much work. Using x = 4, we have ...

  f(4) = 2(4 -3)² -7 = 2(1) -7 = -5

Another point is (x, y) = (4, -5).

You can plot the vertex (3, -7) and the point (4, -5) to obtain your graph of the parabola using the parabola tool.

__

Additional comment

The points and the parabola are shown in the attached graph.

<95141404393>

The number of students that bike to school is 18

The median is described as the middle number of a set of data when the values are arranged in an ascending order from the least to the greatest.

We should also know that the median is one of the measures of central tendency.

From the information given, we have that the data set representing the number of students is;

10, 11, 12 , 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25

Then, we have that the median number is;

Median = 17 + 18/2

add the values

Median = 35/2

Divide the values

Median = 18 students

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A common aspect ratio for computer screens is 16:9, which means that for every 16 units of width, there are 9 units of height. This aspect ratio is also used on many televisions and mobile devices.

If a screen has an aspect ratio of 16:9, the width and height will be similar on all screens with this aspect ratio. However, the diagonal measurement will vary depending on the size of the screen.

Congruent screens are two or more screens that have the same dimensions. Two screens are congruent if and only if corresponding sides are equal and corresponding angles are equal. This can be proven using the postulates of congruence, such as the SSS (Side-Side-Side) postulate or the SAS (Side-Angle-Side) postulate.

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The total surface area of the cube will be 37.5 cm²

Here the edge of the cube is given

Edge = 2.5 cm

We have to find out the total surface area of the cube

Total surface area of cube = 6a², where a is the edge of the cube

                                            = 6 × 2.5 × 2.5

                                            = 37.5 cm²

Hence, the total surface area of the cube will be 37.5 cm²

The complete question is,
Find the surface area of a cube of Edge 2.5 CM​

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Answer:

THE ANSWER IS 81/16 OR C

\(~~~~~~\textit{vertical parabola vertex form} \\\\ y=a(x- h)^2+ k\qquad \begin{cases} \stackrel{vertex}{(h,k)}\\\\ \stackrel{a~is~negative}{op ens~\cap}\qquad \stackrel{a~is~positive}{op ens~\cup} \end{cases} \\\\[-0.35em] ~\dotfill\\\\ \begin{cases} h=0\\ k=0\\ \end{cases}\implies y=a(~~x-0~~)^2 + 0\hspace{4em}\textit{we also know that} \begin{cases} x=3\\ y=18 \end{cases} \\\\\\ 18=a(3-0)^2+0\implies 18=9a\implies \cfrac{18}{9}=a\implies 2=a \\\\\\ y=2(~~x-0~~)^2 + 0\implies \boxed{y=2x^2}\)

Answer:

x = 6

Step-by-step explanation:

x + 2(4x-6) = 42

x + 8x - 12 = 42

9x = 42 + 12

9x = 54

9/9 x = 54/9

x = 6

Answer:

Oldest to newest:

10^-35, 10 ^-10, 0

Step-by-step explanation:

Scientific notation

To figure out the power of 10 think "how many places do I move the decimal point?"

When the number is 10 or greater the decimal point moves to the left, and the power of 10 is positive.

When the number is smaller than 1 the decimal point moves to the right, so the power of 10 is negative.

Answer:

Mabey 102 try that.

Step-by-step explanation:

Hope this helps!