is 3.66227766017 rational or irrational?

Answer:

10/14

Step-by-step explanation:

See 3 +5+4+2= 14 , if the question would be what's the probability of getting yellow the answer would be 4/14 but it's not, so 14 - 4 which will be 10 so 10 / 14 .

The other way is get the sum of all the marbles except the yellow one, then that no. will be upon the total.

Answer: \(\frac{2}{7}\)or 0.2857142857

Step-by-step explanation:

P(not yellow)=\(\frac{4}{14}\)

P(not yellow)=\(\frac{2}{7}\) or 0.2857142857

The problem statement 1 → Jeremy Is traveling to a location that is 575 miles away. He has already traveled 250 miles. What is x, the number of hours that Jeremy will need to travel at a speed of 65 miles/hr to reach the location is the correct answer.

The general equation of a straight line is -

y = mx + c

where -

m is the slope of line.

c is the y - intercept.

Given is a equation of a straight line →  250 + 65x = 575

Given equation is -

250 + 65x = 575

Rearranging the equation, we get -

575 = 65x + 250

Comparing it with the general equation of a straight line, we get -

y = 575

m = 65

c = 250

Now, if we look at the Problem 1 which states - Jeremy Is traveling to a location that is 575 miles away. He has already traveled 250 miles. What is x, the number of hours that Jeremy will need to travel at a speed of 65 miles/hr to reach the location.

250 miles → y - intercept

575 miles → y

65 miles/hr → m [representing rate]

Number of hours → x

Therefore, the problem statement 1 → Jeremy Is traveling to a location that is 575 miles away. He has already traveled 250 miles. What is x, the number of hours that Jeremy will need to travel at a speed of 65 miles/hr to reach the location is the correct answer.

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The combination that is not a valid proposed set of quantum numbers is b.

The valid range of values for the quantum numbers are:
- n can be any positive integer (1, 2, 3, ... )
- l can be any integer from 0 to n-1
- ml can be any integer from -l to +l
- ms can be either +1/2 or -1/2
The valid ranges for each quantum number are as follows:

n (principal quantum number): Any positive integer

l (azimuthal quantum number): 0 to (n - 1)

ml (magnetic quantum number): -l to l

ms (spin quantum number): -1/2 or 1/2

Let's check each proposed set of quantum numbers:

a. 3; 2; 1; -1/2 - This set is valid. The values for n, l, ml, and ms are within the valid ranges.

b. 4; 3; 3; 1/2 - This set is not valid. The value of l (azimuthal quantum number) cannot be greater than n - 1. In this case, l is 3, which is greater than n - 1 (4 - 1 = 3). Therefore, this set is not valid.

c. 1; 0; 0; -1/2 - This set is valid. The values for n, l, ml, and ms are within the valid ranges.

d. 2; 0; 0; 1/2 - This set is valid. The values for n, l, ml, and ms are within the valid ranges.

e. 2; 0; 1; 1/2 - This set is valid. The values for n, l, ml, and ms are within the valid ranges.
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Answer:

Rock CD's=21

Country CD's=12

Soundtrack CD's=3

Step-by-step explanation:

let

r= rock CD's

c = country CD's

s = soundtrack CD's

Total CD's=r + c + s =39

2c=r

c/4=s

2c+c+c/4=39

8c+4c+c=156

13c=156

c=12

Substitute c=12 into 2c=r

2c=r

3(12)=r

24=r

r=24

Substitute c=12 into c/4=s

c/4=s

12/4=s

3=s

s=3

Therefore, she has

c=12

s=3

r=24

before she borrowed you 3 rock CD's

Sha has

r=21

s=3

c=12

after you borrowed 3 rock CD's

Answer:

P=1538.461

Step-by-step explanation:

do it by the formula of

I=PRT, I=750 R=3.25% T=15

Null hypothesis: The probability of at least two people in each classroom of 25 students sharing a birthday is less than or equal to 40%.

Alternative hypothesis: The probability of at least two people in each classroom of 25 students sharing a birthday is greater than 40%.

Simulation Results:

Simulation 1: 8 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 2: 9 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 3: 7 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 4: 11 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 5: 7 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 6: 6 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 7: 8 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 8: 6 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 9: 10 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 10: 8 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 11: 7 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 12: 11 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 13: 8 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 14: 7 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 15: 10 out of 16 classrooms had at least 2 students sharing a birthday.

Simulation 16: 10 out of 16 classrooms had at least 2 students sharing a birthday.

Proportion of classrooms with at least 2 students sharing a birthday = (8+9+7+11+7+6+8+6+10+8+7+11+8+7+10+10)/16 = 0.7125

The mean number of classrooms with at least 2 students sharing a birthday is 0.7125. We can use this value to calculate the t-statistic.

t-statistic = (0.7125 - 0.4) / (sqrt(0.4 * 0.6 / 16)) = 5.766

Using a one-tailed t-test with 15 degrees of freedom and an alpha level of 0.05, the critical t-value is 1.753. Since the calculated t-statistic is greater than the critical t-value, we can reject the null hypothesis.

The p-value is very small (less than 0.0001), indicating strong evidence against the null hypothesis.

Therefore, we can conclude that there is sufficient evidence to suggest that the probability of at least two people in each classroom of 25 students sharing a birthday is greater than 40%.

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Answer:

C/5=5.2 and for the total is 26

Step-by-step explanation:

Because C is the total cost and is divided by 5 people so the answer C/5=5.2

The question is asking to multiply 3.748 by 4. To solve this, we can use the standard algorithm for multiplication. The final answer is 14,992.

Starting from the rightmost digit of 3.748, we multiply it by 4, which gives us 32. We write down the 2 in the ones place and carry-over the 3 to the next column. We then multiply the next digit (4) by 4 and add the carry-over from the previous calculation, which gives us 19. We write down the 9 in the tens place and carry-over the 1 to the next column. Continuing this process, we get 14 in the hundreds place and 2 in the thousands place. Therefore, 3.748 x 4 = 14,992.
To solve this problem, we can break down the multiplication into four separate calculations: 8 x 4, 4 x 4, 7 x 4, and 3 x 4. Starting from the rightmost digit of 3.748, we multiply 8 by 4, which gives us 32. We write down the 2 in the ones place and carry-over the 3 to the next column. Next, we multiply 4 by 4 and add the carry-over from the previous calculation, which gives us 19. We write down the 9 in the tens place and carry-over the 1 to the next column. Then, we multiply 7 by 4 and add the carry-over, which gives us 29. We write down the 9 in the hundreds place and carry-over the 2 to the next column. Finally, we multiply 3 by 4 and add the carry-over, which gives us 14. We write down the 4 in the thousands place and the final answer is 14,992.

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hello

to solve this question, we need to write down details we have first in order to take some key facts into consideration.

1 bus (70 students + 6 chaperones) = $1300

1 van (10 students +1 chaperone) = $80

we have to take into consideration that the trip can only accomodate only 60 chaperone and also find the least expensive options to take.

the total number of students in senior class = 630 students

the best option would be to pick 7 buses and 15 vans

7 buses would be

7 buses would accomodate 490 students and will require

7 buses will accomodate 490 students and would require 42 chaperones.

now we would need at least 14 vans to accomodate the remaining students.

14 vans would require a total of 14 chaperones

now we can calculate the cost of the journey

from the calculations above, the minimal cost of the journey is $10,220 and

The confidence interval for the proportion of left-handed golfers is of:

(0.12, 0.18).

A confidence interval is calculated as the sample mean plus/minus the margin of error, hence the bounds of the confidence interval are given as follows:

In the context of this problem, these parameters are given as follows:

Hence the lower bound of the confidence interval for the proportion of left-handed golfers is:

0.15 - 0.03 = 0.12.

The upper bound of the confidence interval for the proportion of left-handed golfers is:

0.15 + 0.03 = 0.18.

Then the interval is:

(0.12, 0.18).

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The correct answer is (D) Because the population mean of 118 mph does not fall within the confidence interval around the new mean, we can conclude that the program had an impact. In fact, we can conclude that the program seemed to increase the average speed of women’s serves.

Because the population mean of 118 mph does not fall within the confidence interval around the new mean, we can conclude that the program had an impact. In fact, we can conclude that the program seemed to increase the average speed of women’s serves.

The confidence interval around the group mean of 123 mph suggests that the true population mean lies somewhere within a certain range. Since the lower limit of this range is above the population mean of 118 mph, we can infer that the program had a positive impact on the participants' average serve speed.

This suggests that the program was successful in improving the participants' skills and abilities in tennis, resulting in faster serves.

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The conditions that should be checked to make sure that your linear model is reasonable are: Quantitative Variables Condition, Straight Enough Condition, Outlier Condition.
A. Quantitative Variables Condition: This condition requires that both the explanatory and response variables be quantitative, so that the relationship between them can be modeled with a straight line.
B. Straight Enough Condition: This condition requires that the relationship between the two variables be approximately linear, so that the linear model is a good fit for the data.
D. Outlier Condition: This condition requires that there are no outliers in the data that can significantly affect the linear model.
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Answer:

  max: 72 at (4, 8)

  min: 8 at (2, 0)

Step-by-step explanation:

The attached graph shows the solution set as a white area. The shaded areas are excluded from the solution set. The dashed boundary lines indicate those lines are not excluded from the set. The vertices of the polygon are (0, 2), (2, 0) and (4, 8).

The line f(x,y) = 0 is shown for reference. The maximum value of f(x,y) will be found at the vertex of the solution set that is farthest from this line. The minimum will be found at the vertex of the solution set that is closest to this line.

The maximum value of f(x, y) is 72 at (x, y) = (4, 8).

The minimum value of f(x, y) is 8 at (x, y) = (2, 0).

Answer:

I think 1,000??

Using the segment addition postulate, it is found that:

1. Point B is between the other two.

2. The measures are: RS = 5, RT = 10, PR = 10, PQ = 6.

3. The value of x is of x = 9.5.

4. The value of y is of y = ± 5.

The segment addition postulate is a geometry axiom that states that a line segment, divided into a number of smaller segments, has the length given by the sum of the lengths of the segments.

In item 1, we have that the largest segment is of AC, hence it represents the line, while point B splits the segment into two parts, that is, point B is between the other two.

In item 2, we have that:

For item 3, applying the Postulate, we have that:

AB + BC + CD = AD

4 + 4 + 2x - 6 = 21

2x = 19

x = 9.5.

For item 4, due to the midpoint, we have that:

LM = MN

Hence:

y² + 4 = 29

y² = 25

y = ± sqrt(25)

y = ± 5.

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Answer:

(68/4) multiply by 3601

Step-by-step explanation:

Answer:

For a rectangle of given perimeter, here 320 feet, the rectangle with the greatest are is the square. This square shall be 80 x 80. Maximum at (80, 6400)

Step-by-step explanation:

Answer:4.472136

Step-by-step explanation:

The formula in finding the distance between two points is given below:

Now, you know the distance formula. So, let us try solving the given problem using the distance formula.

Problem: What is the distance between (-2, 3) and (2, 1), using the distance formula?

From inspection on the given problem:

Substitute the given values into the distance formula and solve for d:

Therefore, the distance between two points is 4.47 units.

\(\\\)

Now, wasn't that easy? Try this sample problem:

From the sample problem above, you may solve it on your own to enhance your skill on calculating the distance.

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Answer:

115%, 1.15, 115/100

Step-by-step explanation:

Answer:

There is just one simple rules for find other side

Step-by-step explanation:

Think about a triangle and this triangle has 3 side it must have 90° on one edge. We assume the longest side is hipotenus x²+y²=hipotenus² . Look at your question hipotenus is 15 lets try to find other side. X²+12²=15² x=9

The domain restrictions of the expression q²−7q−8/q²+3q−4 are q ≠ -4 and q ≠ 1. (option c)

The denominator of the expression is q²+3q−4. To determine the values that would make the denominator equal to zero, we can set it equal to zero and solve for q:

q² + 3q - 4 = 0

Now, we can factorize the quadratic equation:

(q + 4)(q - 1) = 0

To find the values of q, we set each factor equal to zero and solve for q:

q + 4 = 0 or q - 1 = 0

Solving these equations, we get:

q = -4 or q = 1

So, the values of q that would make the denominator equal to zero are q = -4 and q = 1. These are the values we need to exclude from the domain of the expression to avoid division by zero.

Therefore, the correct answer is option c) q ≠ 1 and q ≠ -4.

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Complete Question:

What are the domain restrictions of q²−7q−8/q²+3q−4?

a) q≠1 and q≠−8

b) q≠−1 and q≠4

c) q≠1 and q≠−4

d) q≠−1 and q≠8

The area of the pentagon is approximately 15 square inches.

To find the area of the pentagon, we can use the formula for the area of a regular pentagon:

Area = (5/4) * (s²) * (1/tan(π/5)),

where "s" is the length of the side of the pentagon.

Given that the sides of the pentagon are as follows:

Two smallest sides = 2 inches,

Two largest equal sides = 4 inches,

One other equal side = 3 inches.

Since the pentagon is not a regular pentagon, we need to find the area by dividing it into different shapes and then calculating their individual areas.

The pentagon can be divided into three shapes: a rectangle and two triangles.

Rectangle:

The two smallest sides (2 inches) form the length and width of the rectangle.

Area of the rectangle = Length * Width = 2 inches * 2 inches = 4 square inches.

Triangle 1:

The two largest equal sides (4 inches) and one of the 3-inch sides form a triangle.

To calculate the height (h) of the triangle, we can use the Pythagorean theorem, since it is a right triangle.

h² = (4 inches)² - (1.5 inches)², [1.5 inches is half of the 3-inch side]

h² = 16 inches² - 2.25 inches²,

h² = 13.75 inches²,

h ≈ 3.7 inches.

Area of Triangle 1 = (1/2) * Base * Height = (1/2) * 3 inches * 3.7 inches ≈ 5.55 square inches.

Triangle 2:

The two largest equal sides (4 inches) and the other 3-inch side form another triangle.

Using the same height (3.7 inches) from Triangle 1:

Area of Triangle 2 = (1/2) * Base * Height = (1/2) * 3 inches * 3.7 inches ≈ 5.55 square inches.

Now, to find the area of the pentagon, we add the areas of the rectangle and the two triangles:

Total Area = Area of Rectangle + Area of Triangle 1 + Area of Triangle 2

Total Area = 4 square inches + 5.55 square inches + 5.55 square inches

Total Area ≈ 15.1 square inches.

Therefore, the area of the pentagon is approximately 15.1 square inches.

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1/(1 - i) is equivalent to (1/2) - (1/2)i; (x, y) is equivalent to (-1, 3/2) and The value of (a + b) in a + ib = (2 - i)² is -1

An equation is an expression that shows the relationship between two or more numbers and variables. Types of equation are linear, quadratic, cubic and so on.

Complex numbers are in the form a + bi, where a is a real number and the real part of the complex number while b is a real number and the imaginary part of the complex number, i = √(-1)

Given:

1) z = 1/(1 - i)

multiplying by the conjugate of 1 - i which is (1 + i):

1/(1 - i) * (1 + i)/(1 + i)

= (1 + i)/(1 + 1)

= (1 + i)/2

= (1/2) - (1/2)i

1/(1 - i) is equivalent to (1/2) - (1/2)i

2) 2y + xi = 4 + x - i

Comparing the real and imaginary parts:

2y = 4 + x    (1)

and:

x = -1

2y = 4 + x

2y = 4 + (-1)

2y = 3

y = 3/2

(x, y) is equivalent to (-1, 3/2)

3) a + ib = (2 - i)²

(2 - i)² = (2 - i)(2 - i) = 4 - 2i - 2i - 1

(2 - i)² = 3 - 4i

a + ib = (2 - i)² = 3 - 4i

a = 3, b = -4; a + b = 3 - 4 = -1

The value of (a + b) in a + ib = (2 - i)² is -1

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Answer:

The slope is \(\frac{5}{2}\) (5/2)

Step-by-step explanation:

Key skills needed: Subtraction, Division, Slope Formula

1) So to find the slope here, we use the slope formula.

Given 2 points \((x_1, y_1)\) and \((x_2, y_2)\)

To find the slope you do: \(\frac{y_2-y_1}{x_2-x_1}\)

2) So in this case, the 2 points are (-1,-2) and (1,3)

3) We can use the slope formula to find the slope

Now we do \(\frac{y_2-y_1}{x_2-x_1}\)

This would be: \(\frac{3-(-2)}{1-(-1)}\)

If you are subtracting -2, that means you add 2. If you are subtracting -1, then that means you add 1.

This means ---> \(\frac{3+2}{1+1}\)

3+2 is 5, and 1+1 is 2 so your slope would be \(\frac{5}{2}\) (5/2)

Hope you understood and have a nice day!! :D

The population of brazil is 5 times more than the population of Argentina

What is population?

The term "population" usually refers to the total number of people living in a particular area, such as a city or town, region, nation, continent, or the entire world. Governments frequently use censuses, a procedure for gathering, analysing, compiling, as well as publishing data regarding a population, to determine the size of a resident population inside their jurisdiction.

We are given that the population of argentine is \(4\)×\(10^7\)

And the population of brazil is \(2\)×\(10^8\)

Now we are asked to find How many times larger is the population of Brazil than the population of Argentina

Now Population of brazil can also be written as \(20\)×\(10^7\)

Now we take the ratio of population of brazil and population of argentine

We get,

\(\frac{20}{4}\)×\(\frac{10^7}{10^7}\)

=5

Hence, population of Brazil is 5 times larger than the population of Argentina

Hence the correct option is option c) 5
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Answer:

$136

Step-by-step explanation:

100% - 83% = 17%

the 17% is on props.

so, take 17/100 and multiply with $800, which you will get 136.

so the amount of money spent on props is $136

Answer:

true

Step-by-step explanation:

Answer:

False. if it was perpendicular than the segments would be equal

Step-by-step explanation: