a eight sided die is rolled and a coin is fliped find the probablity of getting an even number and heads

Answer:

y = \(\frac{4}{3}\) x - 1

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 )

y = - \(\frac{3}{4}\) x - 3 ← is in slope- intercept form

with slope m = - \(\frac{3}{4}\)

Give the slope of a line m then the slope of a line perpendicular to it is

\(m_{perpendicular}\) = - \(\frac{1}{m}\) = - \(\frac{1}{-\frac{3}{4} }\) = \(\frac{4}{3}\)

The line crosses the y- axis at (0, - 1 ) ⇒ c = - 1

y = \(\frac{4}{3}\) x - 1 ← equation of perpendicular line

Using trigonometric ratio, the length of BE is 10 units, the value of sin B is 0.64 and cos B is 0.64 respectively

This is the ratio between the angles and sides of a right-angle triangle. The six trigonometric ratios are sine (sin), cosine (cos), tangent (tan), cotangent (cot), cosecant (cosec), and secant (sec).

In this problem, we have that

1)

Using tangent of B

tan B = opposite / adjacent

tan B = NE / BE

3/4 = 7.5 / BE

BE = 7.5 / 0.75

BE = 10

2)

To find sin B, we need to calculate the hypothenuse of the triangle which we will use Pythagoras's theorem

NB² = BE² + NE²

NB² = 10² + 7.5²

NB = 12.5

sin B = NE / NB

sin B = 7.5 / 12.5

B = sin⁻¹ (7.5 / 12.5)

B = 0.64

3)

cos B = BE / NB

cos B = 10 / 12.5

B = cos⁻¹ (10/12.5)

B = 0.64

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The random variable is 3×sigma²/4.

Since, X1, X2 & X3 are independent & identically distributed.

so we have,

var(X1) = var(X2) = var(X3) = \sigma².

And,\(cov(X1 , X2) = cov(X2 , X3) = cov(X1 , X3) = 0.\)

Now,  \(var(Y1) = var(X2 + X3) = var(X2) + var(X3) + 2.cov(X2 , X3) = \sigma² + \sigma² + 0 = 2.\sigma²\)

\(var[(Y1 + Y2 + Y3)/2] = (1/4). [var(Y1) + var(Y2) + var(Y3) + 2.cov(Y1 , Y2) + 2.cov(Y1 , Y3) + 2.cov(Y2 , Y3)] = (1/4). (\sigma² + \sigma² + \sigma² + 0 + 0 + 0) = 3.\sigma²/4\)

The collection of potential outcomes for a random event is referred to as the sample space, which is the domain of a random variable. When a coin is tossed, for instance, there are only two possible outcomes: heads or tails. Read Related Links as well. Probability.

Different from an algebraic variable is a random variable. An algebraic equation's variable is an unknowable but calculable value. The formula \(10 + x = 13\) demonstrates that we can determine the precise value of x, which is \(3.\) As seen in the example of the dice above, a random variable has a set of values, and any of those values could be the outcome.

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Answer:

1

Step-by-step explanation:

First, by solving for y, convert the equation of the given line into slope-intercept form y=mx+c .You obtain the slope of the equation as m. Since the slopes of perpendicular lines are negative reciprocal, the slope of the line we're looking is the negative reciprocal of the perpendicular equation.

By entering the supplied point into the formula y = mx + b and solving for b, we arrive at the value of b. Consequently, the line's equation is formed.

A line's slope in mathematics is defined as the ratio of the change in the y coordinate to the change in the x coordinate.

Both the net change in the y-coordinate and the net change in the x-coordinate are denoted by Δy and Δx, respectively.

m = y/x = y/x = change in y/change in x

where "m" represents a line's slope.

Additionally, the slope of the line may be shown as

tan θ = Δy/Δx

A line's slope often indicates the steepness and direction of the line.

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m = y/x = y/x = change in y/change in x

where "m" represents a line's slope.

Additionally, the slope of the line may be shown as

tan θ = Δy/Δx

If a coccus (a spherical bacteria) divides along two perpendicular planes and four cells remain attached together, it is called a tetrad. Therefore, the correct answer is A. tetrad.

A. Tetrad: A tetrad refers to a group of four cells resulting from the division of a single bacterium along two perpendicular planes. This arrangement forms a square or cube-like structure where the four cells remain attached together. Tetrads are commonly observed in certain bacteria, such as the genus Micrococcus.

B. Sarcina: Sarcina is a term used to describe a specific arrangement of cocci bacteria. In this arrangement, cocci divide along three perpendicular planes, resulting in packets of eight cells. Each packet resembles a cube-like structure composed of eight cells tightly attached together. Sarcinae are commonly observed in the genus Sarcina.

C. Staphylococcus: Staphylococcus refers to a genus of bacteria that are spherical (cocci) in shape. However, staphylococci typically divide randomly in multiple planes and form irregular clusters or grape-like arrangements rather than specific patterns like tetrads or sarcinae.

D. Streptococcus: Streptococcus is another genus of bacteria that are spherical (cocci) in shape. However, streptococci typically divide along a single axis and form chains or pairs rather than specific patterns like tetrads or sarcinae.

Considering the given scenario where a coccus divides along two perpendicular planes and four cells remain attached together, the correct term to describe this arrangement is A. tetrad.

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The term for a coccus bacterium dividing along two distinct perpendicular planes, resulting in four attached cells, is a 'tetrad'. This is different than 'sarcina', which is a genus of bacteria known for this behavior, and 'staphylococcus' and 'streptococcus', which are other forms of bacterial groupings.

When a coccus bacterium divides in two distinct perpendicular planes resulting in four cells that remain adhered together, it forms a particular structure called a tetrad. This pattern of cell division and grouping is characteristic of some gram-positive bacteria. However, it's important to differentiate here that 'tetrad' just refers to this particular grouping of four cocci bacteria, whereas Sarcina is a genus of bacteria that are known for grouping in this fashion. On the contrary, Staphylococcus and Streptococcus represent other forms of groupings - spherical bacteria arranged in irregular clusters or chains, respectively.

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Answer: 484/5

Step-by-step explanation:

For this word problem, it seems confusing with the wording but the equation would just be:

968÷10=x

solving for x, we get 484/5.

Answer:

I think this is mistake because y=2x^2+6x-10 y=x+5 this is the right

Given:

To find: The value of x and y

Explanation:

Adding (1) and (2) we get,

Substitute x=4 in equation (2) we get,

Hence, the solution is,

Final answer:

Answer:

68.67

Step-by-step explanation:

Estimate 63% of 109

Change 63% to a decimal by locating the decimal which is after the 3 in 63 and move the two places to the left.  So 63% as a decimal is .63

Now multiply      .63 × 109

                       =   68.67

Answer:

Step-by-step explanation:

7 students from the Junior class.

6 students from the Senior class.

4 new members are to be chosen.

Required: Find the number of ways 4 new members can be chosen if 2 or fewer must be from the senior class. So, Therefore, the correct answer is 560 ways.

Compare the two numbers 12,-√150

\(-\sqrt{150} =-12.24\)

So,12  >  -√150

What is a square root?

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The amount of money Lily spent on peanuts and water is 2.75 dollars.

Noah spent $2.50 on 2 bags of peanuts and 1 bottle of water at a baseball game.

Emily spent $4.25 on 3 bags of peanuts and 2 bottles of water.

Using equation,

where

Therefore,

2x + y = 2.50

3x + 2y = 4.25

multiply equation(i) by 2

4x + 2y = 5

3x + 2y = 4.25

x = 0.75 dollars

y = 2.50 - 2(0.75)

y = 2.50 - 1.5

y  = 1 dollars

Therefore,

cost of Lily expenses = 2(1) + 0.75(1)

cost of Lily expenses = 2 + 0.75

cost of Lily expenses = 2.75 dollars

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Therefore, it is likely that Amari used either "Type of orange" or "Number of navel oranges" as the variable for her bar graph.

In mathematics, a variable is an alphabet or phrase that denotes an elusive property, an elusive value, or an elusive quantity. The variables are utilized frequently when working with algebraic formulas or algebra. For instance, the variables x and 9 are constants in the equation x+9=4.

Based on the information provided, Amari constructed a bar graph, which suggests that she used a categorical variable for the graph.

Among the options given, "Type of orange" and "Number of navel oranges" are categorical variables, while "Diameter of the oranges" and "Price per pound of oranges" are continuous numerical variables.

Therefore, it is likely that Amari used either "Type of orange" or "Number of navel oranges" as the variable for her bar graph.

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Less than 10 attempts were successful in this situation. due to the fact that 5 is less than 10. The data does not satisfy the requirement as a result.

Because the data don't fit the success or failure criteria, it is not appropriate to adopt a normal model for the sampling distribution of the sample.

50 students make up the sample. The likelihood that she assumes 10% of the class will attend is 10%. It will be demonstrated by:

1 - p = 1 - 10%

⇒ 1 - 0.10 = 0.90

np = 50 × 0.1

np = 5

This suggests the number of victories.

In this case, fewer than 10 efforts have been successful. Since 5 is less than 10, this is the situation. The data does not meet the criteria as a result.

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Answer:

x = 7/5

Step-by-step explanation:

2(5x - 3) = 8

Step 1: Distributive property

10x - 6 = 8

Step 2: Addition property of equality

Add 6 to both sides of the equation

10x - 6 + 6 = 8 + 6

10x = 14

Step 3: Division property of equality

Divide both sides by 10

10x/10 = 14/10

x = 7/5

Answer:

10x-6=8    10x=14   x=7/5

Step-by-step explanation:

got it right on edge

A teacher compares the pretest and posttest scores of students is an example of a matched-pairs design. Therefore, option d is the correct answer.

A matched-pairs design is an experimental design where the researcher analyzes the differences between two sets of data that are related.

It is used to minimize the effects of variables that are not of interest, such as individual difference.

Based on the given options,

option d : a teacher compares the pretest and posttest scores of students is an example of a matched-pairs design.

In this design, the teacher compares the students' performance before and after a specific treatment.

The design is used to minimize the differences in the individual differences in the students' academic performance is an example of a matched-pairs design.

option d is the correct answer.

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Answer:

3rs-16s-3

Step-by-step explanation:

6rs - 8s - 3 ( rs + 1) - 8s​

Distribute

6rs - 8s - 3rs + 3 - 8s​

Combine like terms

6rs -3rs   -8s  -8s  +3

3rs-16s-3

Answer:

A. 4 root 3

Step-by-step explanation:

The total miles of the trip are 521.68 miles.

Addition in maths, a process of combining two or more numbers.

Given that, Rosie drives 317.88 miles before lunch and then  \(203\frac{4}{5}\) miles before break,

Total miles = 317.88 +  \(203\frac{4}{5}\) miles = 521.68 miles

Hence, The total miles of the trip are 521.68 miles.

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to get the equation of any straight line, we simply need two points off of it, let's use those two in the picture below

\((\stackrel{x_1}{3}~,~\stackrel{y_1}{15})\qquad (\stackrel{x_2}{7}~,~\stackrel{y_2}{35}) ~\hfill \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{35}-\stackrel{y1}{15}}}{\underset{\textit{\large run}} {\underset{x_2}{7}-\underset{x_1}{3}}} \implies \cfrac{ 20 }{ 4 } \implies 5\)

\(\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{15}=\stackrel{m}{ 5}(x-\stackrel{x_1}{3}) \\\\\\ y-15=5x-15\implies {\Large \begin{array}{llll} y=5x \end{array}}\)

Answer:

ok so I'm English not a hundred percent sure on your break down of money......so if I'm right in thinking that a nickel = 5 cents, dime = 10cents and a quarter =25cents

you add the amounts together

so 25 + 30 +20 = 75 cents.

there are 100 cents in a dollar so 100/100 X 75=75%

I have no idea how you got to 44%

We use root mean square (RMS) speed to calculate the average speed of particles in a gas because it takes into account the speed of all particles in a distribution, regardless of direction.

It is particularly useful in studying gases because gas particles move in random directions with varying speeds. The RMS speed is the square root of the average of the squared speeds of all the particles in a gas.

The RMS speed is important because it is related to other properties of gases, such as temperature and pressure. For example, as the temperature of a gas increases, the RMS speed of its particles also increases.

This relationship is described by the Maxwell-Boltzmann distribution, which relates the speeds of gas particles to the temperature of the gas.

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Answer:

D) 30°

Step-by-step explanation:

By exterior angle theorem:

? = 70° - 40°

? = 30°

Answer:

Yes ,because (x+1) is the factor of all degree 4 polynomial