Mamadou practices the piano 588 minutes in 4 weeks. At what rate did she practice, in minutes per day?.

Answer:

(b) distributive property

Step-by-step explanation:

When you multiply a number (a) by a sum of two other numbers (b + c), you can distribute the multiplication across the sum and get the same result as if you had multiplied a by each of the two numbers (b and c) separately, and then added the two products together.

For example, if a = 2, b = 3, and c = 4, then:

2 x (3 + 4) = 2 x 7 = 14

and

(2 x 3) + (2 x 4) = 6 + 8 = 14

so the distributive property holds in this case.

Answer:

the answer is b

Step-by-step explanation:

i did this alrdy

Answer:

720

Step-by-step explanation:

Answer:

It would be 54.6

Step-by-step explanation:

The 6 doesn't round up, so it would be 54.6

Hope this helps!

Sn = a(1 - rⁿ)/(1 - r) is the formula for the sum of a finite number of terms in a geometric series, where is the number of terms, is the first term, and is the common ratio.

The sum of the finite geometric series, \(\sum^{10} n = 15......(-2)^{n-1}\) be -21845

The equation be Sn = a(1 - rⁿ)/(1 - r), where s is the total, a1 is the series's first term, and r is the common ratio, is a general formula for calculating the sum of a

Let the equation be Sn = a(1 - rⁿ)/(1 - r)

substitute the values in the above equation, we get

Σ¹° n=1 5 . . . . (-2)ⁿ⁻¹ = -21845

Therefore, the sum of the finite geometric series, -21845

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The value of x that satisfies the equation (1 + x) / x = √5 is (1 + √5) / 4.

What is the rational numbers?

A rational number is a number that can be written as a fraction, is a whole number, is a decimal that stop or is a repeating decimal.

Starting with the equation:

(1 + x) / x = √5

We can first multiply both sides by x to eliminate the fraction:

1 + x = x√5

Next, we can isolate the x term on one side of the equation and all the other terms on the other side:

x√5 - x = 1

Factor out the x on the left side:

x(√5 - 1) = 1

Finally, divide both sides by (√5 - 1):

x = 1 / (√5 - 1)

To simplify this expression, we need to rationalize the denominator by multiplying the numerator and denominator by the conjugate of the denominator, which is (√5 + 1):

x = (1 / (√5 - 1)) * (√5 + 1) / (√5 + 1)

Simplifying the numerator by distributing:

x = (√5 + 1) / ((√5 - 1) * (√5 + 1))

The denominator simplifies to:

(√5 - 1) * (√5 + 1) = 5 - 1 = 4

Therefore:

x = (√5 + 1) / 4

Hence, the value of x that satisfies the equation (1 + x) / x = √5 is (1 + √5) / 4.

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The solution to the equation 0.2(10 - 5c) = 5c - 16 is c = 3.

To solve the equation 0.2(10 - 5c) = 5c - 16, we will first distribute the 0.2 on the left side of the equation:

0.2 * 10 - 0.2 * 5c = 5c - 16

Simplifying further:

2 - 1c = 5c - 16

Next, we will group the variables on one side and the constants on the other side by adding c to both sides:

2 - 1c + c = 5c + c - 16

Simplifying:

2 = 6c - 16

To isolate the variable term, we will add 16 to both sides:

2 + 16 = 6c - 16 + 16

Simplifying:

18 = 6c

Finally, we will divide both sides by 6 to solve for c:

18/6 = 6c/6

Simplifying:

3 = c

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The probability that the two smartest people will be in the same group is approximately 0.023 or 2.3%.

The probability of the two smartest people being in the same group can be calculated by considering the total number of possible ways the groups can be formed and the number of ways the two smartest people can be in the same group.

To find the total number of ways the groups can be formed, we can use the concept of combinations. In this case, we have 36 people in the class and we want to split them into 12 groups of 3. We can calculate the total number of ways the groups can be formed using the formula for combinations:

C(n, r) = n! / (r! * (n-r)!)

where n is the total number of people and r is the number of people in each group.

In our case, n = 36 and r = 3. Plugging these values into the formula, we get:

C(36, 3) = 36! / (3! * (36-3)!)

Simplifying this expression, we find that there are 7140 different ways to form the groups.

Now, let's calculate the number of ways the two smartest people can be in the same group. Since there are 12 groups and we want the two smartest people to be in the same group, we can treat them as a single unit. So, we need to calculate the number of ways to distribute the remaining 34 people into 11 groups of 3.

Using the same combination formula, we have:

C(34, 3) * C(11, 1) = (34! / (3! * (34-3)!) * (11! / (1! * (11-1)!))

Simplifying this expression, we find that there are 163,800 different ways to distribute the remaining people.

Now, to calculate the probability, we divide the number of ways the two smartest people can be in the same group by the total number of possible ways the groups can be formed:

Probability = (Number of ways the two smartest people in the same group) / (Total number of possible ways to form groups)

Probability = 163,800 / 7,140

Simplifying this expression, we find that the probability is approximately 0.023 or 2.3%.

Therefore, the probability that the two smartest people will be in the same group is approximately 0.023 or 2.3%.

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The value of 'x' that satisfies the equation 6.4x2.5 + 4.41 ÷ 2.1 ÷ x = 26 is 0.9.

To solve this equation, we need to use the order of operations (PEMDAS) and follow the steps below:

First, we perform the division: 4.41 ÷ 2.1 = 2.1

Then, we perform the division by 'x': 2.1 ÷ x = 2.1/x

Next, we multiply 6.4 and 2.5: 6.4 x 2.5 = 16

Now we substitute the results from steps 2 and 3 into the equation: 16 + 2.1/x = 26

We then subtract 16 from both sides: 2.1/x = 10

We multiply both sides by x: 2.1 = 10x

Finally, we divide both sides by 10: x = 0.9

Therefore, the value of 'x' that satisfies the equation is 0.9.

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The true statement is "Every seventh-grade class has 12 more students than a kindergarten class." (option d).

For the seventh-grade class, the mean is 32, which is larger than the mean for the kindergarten class. This means that, on average, seventh-grade classes have more students than kindergarten classes. The MAD for the seventh-grade class is 2, which is larger than the MAD for the kindergarten class.

This suggests that the deviation from the mean for each data point in the seventh-grade class is larger, on average 2 students, than for the kindergarten class. This means that the size of seventh-grade classes is more variable than kindergarten classes.

Option D is correct because while the difference between the means of the two classes is 12, this does not mean that every seventh-grade class has 12 more students than every kindergarten class.

Hence the c correct choice is option (d).

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Answer:

B

Step-by-step explanation:

Angle A is equal to and E because ABCD=EFGH. A and E are both the first letter.

I hope this helps.

The analyst could use the geom_jitter() function to make the points easier to find.

What is data analyst ?

Analytics is the systematic computational analysis of data or statistics. It is used for the discovery, interpretation, and communication of meaningful patterns in data.

The function geom_jitter() can help to resolve this issue by randomly offsetting the x and y position of each point. By adding a small amount of "jitter" to each point, the overlap is reduced and the individual data points become more visible. In ggplot2 library, which is a popular plotting library in R, geom_jitter() is used as a layer in a plotting pipeline to add jitter to a scatterplot.

To use geom_jitter(), you will first create a scatterplot using the geom_point() function, then add a geom_jitter() layer to it. This will apply the jitter to the points and improve their visibility. For example, in ggplot2 the following code would create a scatterplot with jittered points:

ggplot(data, aes(x=x, y=y)) +

 geom_jitter() +

 geom_point()

The analyst could use the geom_jitter() function to make the points easier to find.

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The analyst could use the geom_jitter() function to make the points easier to find.

Analytics is the systematic computational analysis of data or statistics. It is used for the discovery, interpretation, and communication of meaningful patterns in data.

The function geom_jitter() can help to resolve this issue by randomly offsetting the x and y position of each point. By adding a small amount of "jitter" to each point, the overlap is reduced and the individual data points become more visible. In ggplot2 library, which is a popular plotting library in R, geom_jitter() is used as a layer in a plotting pipeline to add jitter to a scatterplot.

To use geom_jitter(), you will first create a scatterplot using the geom_point() function, then add a geom_jitter() layer to it. This will apply the jitter to the points and improve their visibility. For example, in ggplot2 the following code would create a scatterplot with jittered points:

ggplot(data, aes(x=x, y=y)) +

geom_jitter() +

geom_point()

The analyst could use the geom_jitter() function to make the points easier to find.

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Answer:

Here you go

Step-by-step explanation:

24 original width

49 original length

given. the pic is a little blurry, but i think that's a B on the last one. looks like an 8, but i'm sure it's a B

The random variable x is uniformly distributed between 5 and 19. To compute the standard deviation of x, we can use the formula for the standard deviation of a uniformly distributed continuous random variable:

SD = √[(b - a)^2 / 12]
Here, 'a' represents the lower bound (5) and 'b' represents the upper bound (19). Plugging these values into the formula, we get:
SD = √[(19 - 5)^2 / 12]
SD = √[(14)^2 / 12]
SD = √[196 / 12]
SD = √[16.333]
Therefore, the standard deviation of x is approximately 4.041. The correct answer is option (a) 4.041.

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The equation for slope intercept form is written as y = ax +b, where a is the slope and b is the y-intercept.

Using the given slope and y-intercept the equation is:

y = -4x - 9

I'm sorry, but the domain of a function is usually specified as an interval or range of values, rather than a single point. To calculate the average rate of change of a function over a given domain, we need to know the function itself and the endpoints of the domain.

If you provide me with more details about the function and the domain, I can help you calculate the average rate of change.

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Explanation:

There are 7 blue out of 5+7+6+10 = 28 chips total.

7/28 = 1/4 = 25/100 = 25% is the probability of pulling out a blue chip.

The equation of the plane passing through the points P(3,3,1), Q(2,2,4), and R(2,1,2) can be found using the concept of cross products and the general equation of a plane.

To find the equation of the plane that passes through three points, we can use the formula for the equation of a plane in 3D space.

Let's consider the three points: P(3, 3, 1), Q(2, 2, 4), and R(2, 1, 2).

Step 1: Find two vectors on the plane.

Vector PQ can be found by subtracting the coordinates of point P from the coordinates of point Q:

PQ = Q - P = (2 - 3, 2 - 3, 4 - 1) = (-1, -1, 3).

Vector PR can be found by subtracting the coordinates of point P from the coordinates of point R:

PR = R - P = (2 - 3, 1 - 3, 2 - 1) = (-1, -2, 1).

Step 2: Find the cross product of the two vectors.

The normal vector of the plane is found by taking the cross product of vectors PQ and PR:

N = PQ × PR = (-1, -1, 3) × (-1, -2, 1).

To find the cross product, we can use the determinant method:

i j k

-1 -1 3 (multiply the first vector component by the second vector component)

-1 -2 1 (multiply the second vector component by the first vector component)

N = (1 + 2, -3 + 3, -1 + 2) = (3, 0, 1).

Step 3: Write the equation of the plane.

Using the normal vector N and one of the points (let's use P), we can write the equation of the plane in point-normal form:

N · (X - P) = 0,

where · represents the dot product and X represents the coordinates of a generic point on the plane.

Substituting the values, we have:

(3, 0, 1) · (X - (3, 3, 1)) = 0,

(3, 0, 1) · (X - 3, X - 3, X - 1) = 0,

3(X - 3) + 0(X - 3) + 1(X - 1) = 0,

3X - 9 + X - 1 = 0,

4X - 10 = 0,

4X = 10,

X = 10/4,

X = 5/2.

So, the equation of the plane that passes through the points P(3, 3, 1), Q(2, 2, 4), and R(2, 1, 2) is:

4X - 10 = 0,

4X = 10,

X = 5/2.

Alternatively, you can write the equation in the standard form Ax + By + Cz + D = 0 by rearranging the equation above:

4X - 10 = 0,

4X = 10,

X = 5/2.

Multiply through by 2 to eliminate the fraction:

8X - 20 = 0,

8X = 20,

X = 20/8,

X = 5/2.

So, the equation in the standard form is:

8X - 20 + 0Y + 0Z = 0,

8X - 20 = 0.

Therefore, the equation of the plane is 8X - 20 = 0.

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♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

\(y = 8 - x\)

\(y = - x + 8\)

\(y = - 1x + 8\)

\(Slope = coefficient \: \: of \: \: x \)

Thus :

\(Slope = - 1\)

♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

Answer:

240

Step-by-step explanation:

find multiples of 3 16 and 20 and multiply the multiples . you will get 240 .

i hop it helps you ❤

(a) The probability that all 4 of your answers are incorrect is 0.4823.

The probability of getting one question wrong is 5/6, so the probability of getting all four questions incorrect is (5/6)^4 = 0.4823 (rounded to four decimals).

(b) The probability that all 4 of your answers are correct is 0.0008.

The probability of getting one question correct is 1/6, so the probability of getting all four questions correct is (1/6)^4 = 0.0008 (rounded to four decimals).

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Their sum plus their product has a maximum potential value of 420.

Given that the product of the two positive numbers and their sum is 39.

The highest feasible value of the total of their products must be determined.

Let's tackle this issue step-by-step:

Assume x and y are the two positive integers.

The product's sum is xy, while the two integers' sum is x + y.

The answer to the issue is 39, which is the product of the two integer sums and their sum.

\(\mathrm{xy + (x + y) = 39}\)

We need to maximize the value of to discover the biggest feasible value of the product of their sum and their product \(\mathrm {(x + y) \times xy}\).

Now, we can proceed to solve the equation:

\(\mathrm {xy + x + y = 39}\)

To make it easier to solve, we can use a technique called "completing the square":

Add 1 to both sides of the equation (1 is added to "complete the square" on the left side):

\(\mathrm {xy + x + y + 1 = 39 + 1}\)

Rearrange the terms on the left side to form a perfect square trinomial:

\(\mathrm{(x + 1)(y + 1) = 40}}\)

\(\mathrm{(x + 1)(y + 1) = 2 \times 2 \times 2 \times 5 }}\)

Now, we want to maximize the value of \(\mathrm {(x + y) \times xy}\), which is equal to \(\mathrm{(x + 1)(y + 1) + 1}\)

Finding the two positive numbers (x and y) whose sum is as close as feasible to the square root of 40, or around 6.3246, is necessary to maximize this value.

The two positive integers whose sum is closest to 6.3246 are 5 and 7, as 5 + 7 = 12, and their product is 5 × 7 = 35.

Finally, \(\mathrm {(x + y) \times xy}\)

= \((5 + 7) \times 5 \times 7\)

= 12 × 35

= 420

So, the largest possible value is 420.

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Answer:

It's an acute triangle

Step-by-step explanation:

The vertices are all under 90*

Answer:

It's an acute triangle.

Step-by-step explanation:

all the angles are less than 90.

Answer: 1 big cat?

Step-by-step explanation:

Answer:

1 fat one because the other one ate the one who died

Step-by-step explanation:

Answer:

That would be 56. :D

Nice drawing sir/ma'am/person. :D

Step-by-step explanation:

The area of the part of the plane 3x 2y z = 6 that lies in the first octant  is  mathematically given as

A=3 √(4) units ^2

Generally, the equation for is  mathematically given as

The Figure is the x-y plane triangle formed by the shading. The formula for the surface area of a z=f(x, y) surface is as follows:

\(A=\iint_{R_{x y}} \sqrt{f_{x}^{2}+f_{y}^{2}+1} d x d y(1)\)

The partial derivatives of a function are f x and f y.

\(\begin{aligned}&Z=f(x)=6-3 x-2 y \\&=\frac{\partial f(x)}{\partial x}=-3 \\&=\frac{\partial f(y)}{\partial y}=-2\end{aligned}\)

When these numbers are plugged into equation (1) and the integrals are given bounds, we get:

\(&=\int_{0}^{2} \int_{0}^{3-\frac{3}{2} x} \sqrt{(-3)^{2}+(-2)^2+1dxdy} \\\\&=\int_{0}^{2} \int_{0}^{3-\frac{3}{2} x} \sqrt{14} d x d y \\\\&=\sqrt{14} \int_{0}^{2}[y]_{0}^{3-\frac{3}{2} x} d x d y \\\\&=\sqrt{14} \int_{0}^{2}\left[3-\frac{3}{2} x\right] d x \\\\\)

\(&=\sqrt{14}\left[3 x-\frac{3}{2} \cdot \frac{1}{2} \cdot x^{2}\right]_{0}^{2} \\\\&=\sqrt{14}\left[3-\frac{3}{2} \cdot \frac{1}{2} \cdot x^{2}\right]_{0}^{2} \\\\&=\sqrt{14}\left[3.2-\frac{3}{2} \cdot \frac{1}{2} \cdot 3^{2}\right] \\\\&=3 \sqrt{14} \text { units }{ }^{2}\)

In conclusion,  the area is

A=3 √4 units ^2

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