Order the integers from least to greatest. 4, –4, –2, 2, –8

Answer: Greater than 10.

The probability of winning a single roll is 1/6 since there are six possible outcomes and only one of them is a win.

Using the formula for binomial probability, the probability of winning exactly 4 times in 20 rolls is:

P(X = 4) = (20 choose 4) * (1/6)^4 * (5/6)^(20-4)

where "20 choose 4" represents the number of ways to choose 4 rolls out of 20. This can be calculated as:

(20 choose 4) = 20! / (4! * 16!) = (20 * 19 * 18 * 17) / (4 * 3 * 2 * 1) = 4845

Substituting this value and the probabilities into the formula, we get:

P(X = 4) = 4845 * (1/6)^4 * (5/6)^16

P(X = 4) ≈ 0.2027

Therefore, the probability of winning exactly 4 times in 20 rolls is approximately 0.2027 or about 20.27%.

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Answer:

slope = 0

Step-by-step explanation:

(-3, 2) and (6, 2)

slope = (y1 - y2)/(x1 - x2)

remember, either x or y can be used but you have to be consistent

slope = (2-2)/(-3-6)

slope = 0/(-9)

slope = 0

Answer: no slope or 0

Step-by-step explanation:

The y-coordinates are the same for both points but the x coordinates are different. This signals a no-slope line, or a line where the slope is 0. Even if we apply the formula, which is \(\frac{y_2-y_1}{x_2-x_1}\), it still ends up with 0.

The parallelepiped's volume is 7 units cubed and has the vertex P(1,1,1)

To find the volume of the parallelepiped for which we have all the required points, we first need to find two vectors that lie on the same plane as the three given vectors. We can do this by taking the cross product of two of the vectors.

Let v1 = Q1 - P and v2 = Q2 - P. Then v1 x v2 = (-5, 4, 1).

Now we can find the volume of the parallelepiped using the scalar triple product, that is,

|(v1 x v2) · v3| = |(-5, 4, 1) · (2, -1, 1)| = 7.

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Answer:

D

Step-by-step explanation:

2x < 16 - 6x

Bring the variables to one side

2x < 16 - 6x

+6x       +6x

8x < 16

Divide both sides by the coefficient

8x/8 < 16?8

x < 2

Answer:

the answer is C coz just 42 cm is abc

The given equation is:

The equation will have distinct roots if:

Solve for zero to get:

Answer:

its c

i took the quiz

Step-by-step explanation:

The speed in centimeters per hour is 0.2328 centimeters per hour.

Given,

An object is moving at a speed of 11 yards every 6 months.

We need to find this speed in centimeters per hour.

1 yard = 91.44 centimeters.

We have,

11 yards every 6 months

11 yard = 6 months

1 month = 30 days

1 day = 24 hours

30 days = 30 x 24 hours

30 days = 720 hours

1 month = 720 hours

6 months = 6 x 720 hours

6 months = 4320 hours

11 yards = 4320 hours

1 yard = 91.44 cm

11 x 91.44 cm = 4320 hours

1005.84 cm = 4320 hours

So,

we will find how many cm per hour.

if 1005.84 cm = 4320 hours then,

Dividing both sides by 4320.

1005.84/ 4320 cm = 4320/4320 hours

0.2328 cm = 1 hour

Rounding to the nearest hundredth.

0.23 cm = 1 hour

Thus the speed in centimeters per hour is 0.2328 centimeters per hour.

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Answer:c

Step-by-step explanation:

I took the test

The number of terms in the expression, 6 + 2 x - 4 y + 5 z is 4 terms.

In the expression 6 + 2x - 4y + 5z, the number of terms is four, not the number of signs. The terms in this expression are:

Each term is separated by an operator (either addition or subtraction), which is represented by a sign. Therefore, the expression contains three addition signs and one subtraction sign.

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The full question is:

How many terms are in the following expression 6 + 2 x - 4 y + 5 z

Answer:

Step-by-step explanation:

Negative x Negative is Positive. Positive x Negative is Negative. Positive x Positive is Positive.

Hope it helps!

Answer:

$14.98

Step-by-step explanation: Literally just use a sales tax calculator...

The length of segment AB is given as follows:

AB = 14.197 cm.

The three trigonometric ratios are the sine, the cosine and the tangent, and they are defined as follows:

The angle of 45º has the same sine and cosine, meaning that the sides of a triangle have equal length, thus:

BD = DC = 6 cm.

Segment AB is the hypotenuse, while the angle of 65º is adjacent to the side of length 6 cm, hence the length of segment AB is obtained as follows:

cos(65º) = 6/AB

AB = 6/cosine of 65 degrees

AB = 14.197 cm.

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Answer:

100

Step-by-step explanation:

1+3+5+7+9+11+13+15+17+19

=1+19 +3+17 ... + 9+11

= 20+20+...20

=5*20 =100

Answer:

D. 195 cm^2

Step-by-step explanation:

The given is a trapezoid and to calculate the are of it we use the following formula :

(a+b)/2*h (a: base, b: base, h: height)

(9+21) / 2 * 13 = 195

Answer:

S = 27/8

Step-by-step explanation:

We need to find the actual sum of \(1\dfrac{3}{4}+1\dfrac{5}{8}\).

We need to find how much Devid grew in two years.

\(1\dfrac{3}{4}=\dfrac{7}{4}\)

and

\(1\dfrac{5}{8}=\dfrac{13}{8}\)

Sum means,

\(S=\dfrac{7}{4}+\dfrac{13}{8}\\\\=\dfrac{7(2)+13}{8}\\\\=\dfrac{14+13}{8}\\\\=\dfrac{27}{8}\)

Hence, the answer is 27/8.

Attitude, beliefs, and knowledge shape a teacher's delivery: attitude affects engagement, beliefs influence instructional decisions, and knowledge enables effective communication and learning facilitation.

Attitude, beliefs, and knowledge play crucial roles in shaping how a teacher delivers a lesson. Here's a detailed explanation of their impacts:

Attitude:

Attitude refers to a teacher's mindset, emotions, and approach towards teaching. A positive attitude fosters enthusiasm, motivation, and a genuine passion for the subject matter. This translates into an engaging and dynamic teaching style, creating an environment conducive to learning. Conversely, a negative attitude can lead to disinterest, lack of enthusiasm, and a disengaged teaching approach, which can hinder students' engagement and comprehension.

Beliefs:

A teacher's beliefs influence their instructional decisions and pedagogical strategies. Beliefs about students' capabilities, learning styles, and the purpose of education can shape the teacher's approach to delivering a lesson. For example, if a teacher believes that all students have the potential to succeed, they may employ differentiated instruction techniques to cater to diverse learning needs. Conversely, if a teacher holds limiting beliefs about students' abilities, they may adopt a one-size-fits-all approach, which may hinder student progress.

Knowledge:

A teacher's knowledge encompasses both subject matter expertise and pedagogical content knowledge. Profound knowledge of the subject allows a teacher to effectively structure and present the lesson, answer student queries, and provide relevant examples. Pedagogical content knowledge helps in selecting appropriate instructional strategies, adapting to student needs, and assessing learning effectively. Without a strong knowledge base, a teacher may struggle to deliver accurate information, engage students, or address misconceptions.

Collectively, attitude, beliefs, and knowledge significantly impact a teacher's delivery of a lesson. A positive attitude enhances student motivation and engagement. Strong beliefs in students' potential and individualized instruction foster a supportive learning environment. Adequate subject knowledge and pedagogical skills enable effective communication and facilitate meaningful learning experiences. By combining these elements, teachers can create an impactful and effective learning environment that nurtures student growth and achievement.

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We have: \(\frac{4}{3}=\frac{4.2}{3.2}= \frac{8}{6}\)

Answer: Yes

Ok done. Thank to me :>

The average score of all students, calculated by taking a weighted average based on the number of students in each group, is 38. The overall performance is slightly below the group averages.

The average score of students in the first, second, and third groups are 39, 32, and 43, respectively. There are 24 students in the first group, 26 students in the second group, and 27 students in the third group.

To find the average score of all students, we need to take a weighted average of the scores in each group, with the number of students in each group as the weights.

Here's how to do it: First, we calculate the total number of students:24 + 26 + 27 = 77. Then, we calculate the total score across all students: 39*24 + 32*26 + 43*27 = 936 + 832 + 1161 = 2929

Finally, we divide the total score by the total number of students to get the average score:2929/77 = 38. The average score of all students is 38.

This means that the overall performance of all the students is slightly below the average of the scores in each group.

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Answer:

65p

Step-by-step explanation:

375 divided by 750=0.50

0.50+15=65p

Answer:

0.65

Step-by-step explanation:

750 / 375 = 0.50, and he wanted to sell them for 0.15 more than the original cost, so the answer is 0.65

Answer:

The equivalent expressions are;

9x + 9

and

9(x + 1)

Step-by-step explanation:

Mathematically, we should understand that an equilateral triangle has all of its sides equal

So if one side is 3x+ 3, the other sides too measures same

Therefore, the length of the rope represents the perimeter of the triangle

This is obtainable by adding all the side lengths together

This will be;

3x + 3 + 3x + 3 + 3x + 3 = 9x + 9

This is also same as 9(x + 1)

Answer:

sussi baker!!!

Step-by-step explanation:

Answer:

86.8

Step-by-step explanation:

100+100+56+88+90

divide the answer by 5

Answer:

Step-by-step explanation:

Answer:

Step-by-step explanation: (

100+100=200

200+56=256

256+88=342

342+90=432

432/5= 86.4

Answer: x = 7.14ft

Step-by-step explanation:

First, the circle will have a perimeter P = x.

We know that the perimeter of a circle is:

P = 2*pi*r

where pi = 3.14 and r = radius of the circle.

Then we will have:

x = 2*pi*r

r = (x/(2*3.14)) = x/6.28

And the area of a circle of radius r is:

A = pi*r^2 = 3.14*(x/6.28)^2

Now, for the square, the perimeter will be:

P = 16ft - x

And we know that the perimeter of a square of sidelengt s is:

P = 4*s

then:

16ft - x = 4*s

s = (16ft - x)/4 = 4ft - x/4

And the area of a square is:

A = s^2 = (4ft - x/4)*(4ft - x/4).

Now, the total area of the circle + square will be:

Total area =  (4ft - x/4)*(4ft - x/4) + 3.14*(x/6.28)^2

We want to find the value of x that minimizes this.

First, let's rewrite the area equation as a quadratic equation:

Ta(x) = (4ft - x/4)*(4ft - x/4) + 3.14*(x/6.28)^2

        = 16ft + x^2/16  -2ft*x + 0.08*x^2

        =  (1/16 + 0.08)*x^2 - 2ft*x + 16ft^2

        = 0.14*x^2 - 2ft*x + 16ft^2

This is a quadratic equation with a positive leading coefficient, this means that the arms of the graph will open upwards, then the minimum will be at the vertex of the equation.

To find the vertex we can just take the first derivative, and find at what value of x is equal to zero.

Ta´(x) = 2*0.14*x - 2ft

Ta´(x) = 0.28*x - 2ft

Let´s find x such that this is equal to zero:

Ta´(x) = 0 = 0.28*x - 2ft

           x = 2ft/0.28 = 7.14ft

Then x = 7.14ft minimizes the area of the sum of the areas of the circle and square.

Answer:

Common ratio, r=-3

Recursive Formula

\(f(n)=-3f(n-1),$ $n\geq 2\\f(1)=-\dfrac{1}{9},\)

Step-by-step explanation:

The formula for the geometric sequence: \(-\dfrac{1}{9} ,\dfrac{1}{3}, -1,3,-9,\cdots\) is given as:

\(f(x)=-\dfrac{1}{9}(-3)^{x-1}\)

Common Ratio

Dividing the next terms by the previous terms, we obtain:

\(\dfrac{1}{3} \div -\dfrac{1}{9} = \dfrac{1}{3} \times -9 =-3\\3 \div -1 =-3\\-9 \div 3 =-3\)

Therefore, the common ratio of the sequence, r=-3

Recursive Formula

We observe that the next term, \(f(n)\) is obtained by the multiplication of the previous term. f(n-1) by -3.

Therefore, a recursive formula for the sequence is:

\(f(n)=-3f(n-1),$ $n\geq 2\\f(1)=-\dfrac{1}{9},\)

Answer:

It is in fact B. −3; f(x + 1) = −3(f(x))

Step-by-step explanation:

If you have this question on Edge, go with this.

The only point that lies on both lines is (-4,5).

To determine which of the points (−4,5), (4,3), and (1,2) lie on both the lines −x1−4x2=−16 and −3x1−5x2=−13, we need to check if the coordinates of each point satisfy both of the equations.

For the first line, we can rewrite it as x2 = (-x1 + 16)/4 and for the second line, we can rewrite it as x2 = (-3x1 + 13)/5.

Substituting the coordinates of each point into these equations, we get:

For the point (-4,5):

-4(2) + 16/4 = -4 + 4 = 0, and

-3(-4) + 13/5 = 12/5 + 13/5 = 25/5 = 5.

Therefore, (-4,5) satisfies both equations.

For the point (4,3):

4(2) + 16/4 = 8 + 4 = 12, and

-3(4) + 13/5 = -12 + 13/5 = -47/5.

Therefore, (4,3) does not satisfy both equations.

For the point (1,2):

-1(2) + 16/4 = -2 + 4 = 2, and

-3(1) + 13/5 = -3 + 13/5 = 2/5.

Therefore, (1,2) does not satisfy both equations.

Therefore, the only point that lies on both lines is (-4,5).

When given two equations, the solution can be found by solving the system of equations. To solve a system of equations, one should find the values of x and y that satisfy both equations. The solution to the system is the point (x,y) that satisfies both equations.

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Answer: Not sure but this may help!

Step-by-step explanation:

A = 7 —>

52 keys which means A is 7 keys to the right and there is about 7 A keys. 52 divided by 7 = around 7. I don’t know the question but I need points!

Answer: 348

Step-by-step explanation: 12*29 = 348, which is the largest multiple less than 350.

(a) The mean is 32, and the standard error is 0.068 (b) The expected shape will be approximately normal (c) The probability of scoring less than 60% is 0.278

As the number of questions (n) is 50 and the probability of getting the correct answer (p) is 0.64, the mean can be calculated as follows;

E(x) = np

E(x) = 50 × 0.64

E(x) = 32

The standard error is calculated as follows;

SE = √p×(1-p) ÷ n

SE = √0.64 × (1-0.64) ÷ 50

SE = √0.004608

SE = 0.068

Therefore, the mean is calculated to be 32, and the standard error is 0.068

As the sample size is large therefore the expected shape will be approximately normal

To calculate the probability of scoring less than 60%, we first calculate the z-score using:

z = (x – μ) / σ

z = (0.60 - 0.64) / 0.068

z = -0.588

So we have;

P (x < 60%) = P (z < -0.588)

P (x < 60%) = 0.278

Therefore the probability of scoring less than 60% is 0.278

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To calculate the residual for observation 6, we first need to find the forecast for observation 6. Based on the given information, the forecast for observation 6 is 34. Therefore, the residual for observation 6 would be:

Residual = Actual Demand - Forecast
Residual = 38 - 34
Residual = 4

So the residual for observation 6 is 4.
Hi! To find the residual for observation 6, we need to subtract the forecast (F) from the actual demand (A). In this case, the observation 6 values are:

Actual Demand (A): 38
Forecast (F): 28

Now, we'll calculate the residual:

Residual = Actual Demand (A) - Forecast (F)
Residual = 38 - 28
Residual = 10

So, the residual for observation 6 is 10.

Answer:

m<1 = 48 m<2=12.6 m<3= 48

Step-by-step explanation:

96 ÷ 2 =48

38÷3= 12.6

48