Answers
The probability that the company will hire two women for two positions is 1/4.
What is probability?Probability is the chance of occurrence of an event. The occurrence of the event can be considered in a sample space or on all items in general. It can be expressed in form of ratios.
With the conditions of the given question, we have;
The sample space is 4, but the various probable outcomes are {Man Man, Man Woman, Woman Man, Woman Woman}
Thus since there is just a single (1) outcome for the probability of two women, then;
the probability that the company will hire two women for two positions is 1/4.
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Related Questions
13. Is 100 a reasonable estimate for
915.25 +88.22? Explain.
Answers
Answer:
No, it should be 1010
Step-by-step explanation:
915.25 rounds to 920
88.22 rounds to 90
920+90=1010
Answer = 1010
Answer: Not at all
Step-by-step explanation:
1000 would be a reasonable estimate not 100
915.25+88.22=1003.47 which is not close to 100
Also, the first number is much more than 100
so how can it be reasonable.
Round 62,985 to the nearest ten
Answers
hope this helps
Answer:
63.000
Step-by-step explanation:
tell me if you need something pls branliest
A translation is shown on the grid below in which triangle A is the pre-image and triangle B is the image.
On a coordinate plane, triangle A is shifted 6 units to the right to form triangle B.
Which rule describes the x-coordinates in the translation?
x + 0
x + 6
x – 6
x + 4
Answers
Answer:
(b) x + 6
Step-by-step explanation:
You want the rule for the x-coordinate when the transformation is a right shift of 6 units.
Right shiftA point that is the image of a pre-image point with x-coordinate x will be 6 units farther right of the y-axis than the pre-image point.
The x-coordinate measures how far right of the y-axis a point is. When that distance increases by 6 units, the x-coordinate increases by 6 units:
x ⇒ x+6 . . . . . . the x-coordinate transformation rule
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At the craft store, Rudy bought a bag of green and red marbles. The bag contained 60 marbles, and 60% of them green. How many green marbles did Rudy receive?
Answers
Answer:
36 green marbles
Step-by-step explanation:
If 60% of the 60 marbles in the bag are green, then the number of green marbles can be calculated as:
Green marbles = 60% x 60 marbles
To simplify this calculation, we can convert 60% to a decimal by dividing by 100:
Green marbles = 0.60 x 60 marbles
Green marbles = 36 marbles
Therefore, Rudy received 36 green marbles.
Answer: 36
Step-by-step explanation:
60 is 6/10 of 100 so if you are taking a percent of 60 just multiply the percentage by 6/10. 6/10 of 60 is 36
a square and a rectangle have equal perimeters. The length of a side of the square is 4x- 1. The length of the rectangle is 2x + 2 and the width is 2x. Right and solve an equation to find the value of x in the perimeter of the square.
Answers
Answer: x = 1
Step-by-step explanation:
Perimeter of a square -> p = 4s (p stands for perimeter and s stands for side length)
Plug that in with s = 4x-1 (length of one side of the square) ->
p = 4 (4x-1)
We use the distributive property to get ->
p = 4 (4x) - 4(1)
= 16x - 4
We now know that the perimeter of the square is 16x - 4.
Since we know that the perimeter of the square and rectangle are equal (the problem told us), we can use this and plug the length and width of the rectangle in. Formula for rectangles are -> p = 2 (s1 + s2) (s1 is the length, s2 is the width) (p stands for perimeter and s stands for side length).
p (perimeter) -> 16x - 4
s1 (length) -> 2x +2
s2 (width) -> 2x
Let's plug our answers in:
16x - 4 = 2( 2x + 2 + 2x)
Combine like terms:
16x - 4 = 2 (4x + 2)
Use the distributive property:
16x - 4 = 2 (4x) + 2 (2)
Simplify:
16x - 4 = 8x +4
Inverse Operations:
16x - 4 - 8x = 8x +4 -8x
Combine like terms:
8x - 4 = 4
Inverse Operations:
8x - 4 + 4 = 4 + 4
Simplify:
8x = 8
Divide:
8x / 8 = 8 / 8
Simplify:
x = 1
If you have any questions, feel free to ask me (or anyone else)! Good luck!
Can you please help me because I don’t understand this and I would like to really understand it
Answers
Answer:
Explanation:
Given the expression:
\(\sqrt{12(x-1)}\div\sqrt{2(x-1)^{2}}\)By the division law of surds:
\(\sqrt[]{x}\div\sqrt[]{y}=\sqrt[]{\frac{x}{y}}\)Therefore:
\(\sqrt[]{12(x-1)}\div\sqrt[]{2(x-1)^2}=\sqrt[]{\frac{12(x-1)}{2(x-1)^2}}\)The result obtained can be rewritten in the form below:
\(=\sqrt[]{\frac{2\times6(x-1)}{2(x-1)(x-1)^{}}}\)Canceling out the common factors, we have:
\(=\sqrt[]{\frac{6}{(x-1)^{}}}\)An equivalent expression is Opt
what is 252781937463620 x 4636272985518390382?
Answers
Answer:
\(1.1719661e+33\)
Step-by-step explanation:
\(252781937463620 * 4636272985518390382\)
Multiply.
\(1.1719661e+33\)
Hope this helps!
2x - 1 = 17...............
Answers
Answer:
x = 9
Step-by-step explanation:
2x - 1 + 1 = 17 + 1
2x = 18
(2x=18)/2
x = 9
Answer:
2x - 1 = 17
add 1 on each side --> 2x = 18
x = 9 because one divides 2 from each side and results to 9
Step-by-step explanation:
salesperson earns $345 for selling $2300 in merchendice find the commison rate
Answers
Answer:
The commission rate is 15%
Step-by-step explanation:
commission = commission rate x sales
where the commission rate is expressed as a decimal.
In this case, the salesperson earned a commission of $345 for selling $2,300 in merchandise. Therefore, we have:
345 = commission rate x 2300
To solve for the commission rate, we can divide both sides by 2300:
commission rate = 345/2300
Simplifying this expression, we get:
commission rate = 0.15
So, the commission rate is 15%
As the CAPS document outlines, the Content Specification and Content Clarification for Patterns, Functions, and Algebra shows sequenced mathematics content topics and a content area spread. In the Intermediate Phase, select one topic and report on the topic sequence and content area spread. Your report should demonstrate mathematics concepts and procedures’ hierarchical and logical progression.
Answers
Answer:
Step-by-step explanation:
In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."
The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:
Introduction to Variables and Expressions:
Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.
Solving One-Step Equations:
Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.
Solving Two-Step Equations:
Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.
Writing and Graphing Linear Equations:
Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.
Systems of Linear Equations:
Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.
Word Problems and Applications:
Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.
The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.
By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.
Evaluate the expressions
4x+(-2), when x=3
Show your work here
Answers
Answer:
10
Step-by-step explanation:
PEMDAS MATH
Does the point (-8, 8) satisfy the inequality 16x + 15y = -8?
yes
no
Answers
Answer:
Yes
Step-by-step explanation:
16x+15y=-8
16(-8)+15(8)=-8
-8=-8
Hope that helps :)
Answer:
True
Step-by-step explanation:
The left side − 8 is equal to the right side − 8 , which means that the given statement is always true.
Kenya went to the convenience store to buy some snacks. She spent a total of
$12.00 on soda and candy. The soda cost $3.00 and each candy bar cost $1.50. If
Kenya bought one soda, how many candy bars did Kenya buy?
Answers
Answer:
6
Step-by-step explanation:
12
-3
----
9 divided by 1.50= 6
Kenya buy 6 candy bars.
What is Unitary Method?The unitary technique involves first determining the value of a single unit, followed by the value of the necessary number of units.
for example, Let's say Ram spends 36 Rs. for a dozen (12) bananas.
12 bananas will set you back 36 Rs. 1 banana costs 36 x 12 = 3 Rupees.
As a result, one banana costs three rupees. Let's say we need to calculate the price of 15 bananas.
This may be done as follows: 15 bananas cost 3 rupees each; 15 units cost 45 rupees.
Give:
Kenya spent a total of $12.00 on soda and candy.
The soda cost $3.00 and each candy bar cost $1.50.
Now, Money left after spending on Candy
= 12- 3
= $9
Now, number of candy bars Kenya buy is
= 9/ 1.50
= $6
Hence, Kenya buy 6 candy bars.
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Find the measure of angle T for the kite below
Answers
Answer:
Angle T = 43°
Step-by-step explanation:
118+118+81 = 317
360-317 = 43
Given the polynomial 9x2y6 − 25x4y8, rewrite as a product of polynomials.
(9xy3 − 25x2y4)(xy3 + x2y4)
(9xy3 − 25x2y4)(xy3 − x2y4)
(3xy3 − 5x2y4)(3xy3 + 5x2y4)
(3xy3 − 5x2y4)(3xy3 − 5x2y4)
Answers
Answer:
Option 3
(3xy³ + 5x²y⁴) (3xy³ - 5x²y⁴)
Step-by-step explanation:
Factorize polynomials:
Use exponent law:
\(\boxed{\bf a^{m*n}=(a^m)^n} \ & \\\\\boxed{\bf a^m * b^m = (a*b)^m}\)
9x²y⁶ = 3²* x² * y³*² = 3² * x² * (y³)² = (3xy³)²
25x⁴y⁸ = 5² * x²*² * y⁴*² = 5² * (x²)² * (y⁴)² = (5x²y⁴)²
Now use the identity: a² - b² = (a +b) (a -b)
Here, a = 3xy³ & b = 5x²y⁴
9x²y⁶ - 25x⁴y⁸ = 3²x²(y³)² - 5²(x²)² (y⁴)²
= (3xy³)² - (5x²y⁴)²
= (3xy³ + 5x²y⁴) (3xy³ - 5x²y⁴)
In an orchard 2/5 of the trees are banana trees, 1/4 of the trees are orange trees and the rest are apple trees. If there are 220 trees in all, find the number of each kind
Answers
Answer: banana- 88
Orange-55
Apple-143
Step-by-step explanation:
220 divided by 5, times 2,
that’s the banana trees
220 divided by 4, that’s the oranges
Add the answers together
Take the answer away from 220 that’s the apples
What is the inverse of function f? F(X) = square root of x +7
Answers
Answer: \(f^{-1} (x)=x^{2} -7\)
Step-by-step explanation:
To find the inverse of a function replace f(x) with x and the original x with y
\(f(x)=\sqrt{x+7} \\x=\sqrt{y+7}\)
Now we can solve for y
Square both sides so we can cancel out the root
\(x=\sqrt{y+7}\\x^{2} =\sqrt{y+7}^{2} \\x^{2} =y+7\)
Now subtract 7 from both sides
\(x^{2} =y+7\\x^{2} -7=y+7-7\\x^{2} -7=y\)
Now replace y with the inverse of f(x), \(f^{-1} (x)\)
f⁻¹=x²+7
Solution:In order to find the inverse of a function, we should first replace f(x) with y, then switch x and y places, like so:y=√x+7x=√y+7Now, solve the equation for y.Square both sides in order to get rid of the square root:x²+7=yy=x²+7And finally, replace y with f⁻¹:f⁻¹=x²+7Also, inverse functions do the opposite thing in the opposite order.So if we have f(x)=x+7, the inverse function is: f⁻¹=x-7Hope it helps.
Do comment if you have any query.
For a certain instant lottery game, the odds in favor of a win are given as 81 to 19. Express the indicated degree of likelihood as a probability value between 0 and 1 inclusive.
Answers
Answer: 0.81
Step-by-step explanation:
\(81:19\ \text{can be written as the fraction}\ \dfrac{81}{81+19}=\dfrac{81}{100}=\large\boxed{0.81}\)
PLEASE NEED IT ASAP You'll get brainliest Find the distance between the two points in simplest radical form. (0,-1) and (3,-5)
Answers
Answer:
5
Step-by-step explanation:
first you have to subtract x for example 0-5 square and use it on y and then square root both of them you will got the answer
a) let p,q and r be propositions. Simplify the following compound proposition: ((¬ r)∧p∧q)∨((¬ r)∧(¬ p)∧q).
b) Using two different methods determine whether the propositions (p⟶q)⟶q and p∨q are logically equivalent.
Answers
a) Starting with
(¬r ∧ p ∧ q) ∨ (¬r ∧ ¬p ∧ q)
distribute the disjunction (∨) :
((¬r ∧ p ∧ q) ∨ ¬r) ∧ ((¬r ∧ p ∧ q) ∨ ¬p) ∧ ((¬r ∧ p ∧ q) ∨ q)
and once more among the grouped statements:
(¬r ∧ p ∧ q) ∨ ¬r ≡ (¬r ∨ ¬r) ∧ (p ∨ ¬r) ∧ (q ∨ ¬r)
(¬r ∧ p ∧ q) ∨ ¬p ≡ (¬r ∨ ¬p) ∧ (p ∨ ¬p) ∧ (q ∨ ¬p)
(¬r ∧ p ∧ q) ∨ ¬p ≡ (¬r ∨ q) ∧ (p ∨ q) ∧ (q ∨ q)
So, the original statement is equivalent to
[(¬r ∨ ¬r) ∧ (p ∨ ¬r) ∧ (q ∨ ¬r)] ∧ [(¬r ∨ ¬p) ∧ (p ∨ ¬p) ∧ (q ∨ ¬p)] ∧ [(¬r ∨ q) ∧ (p ∨ q) ∧ (q ∨ q)]
which reduces to
[¬r ∧ (p ∨ ¬r) ∧ (q ∨ ¬r)] ∧ [(¬r ∨ ¬p) ∧ (q ∨ ¬p)] ∧ [(¬r ∨ q) ∧ (p ∨ q) ∧ q]
and further to
¬r ∧ (p ∨ ¬r) ∧ (¬r ∨ ¬p) ∧ (q ∨ ¬p) ∧ (p ∨ q) ∧ q
For any statements X and Y, we have the identity
• X ≡ (X ∨ Y) ∧ (X ∨ ¬Y)
so another step of simplification reduces the underlined expressions to
¬r ∧ ¬r ∧ q ∧ q
which leaves us with
¬r ∧ q
###
b) Recall the identity,
p ⇒ q ≡ ¬p ∨ q
Then
(p ⇒ q) ⇒ q ≡ (¬p ∨ q) ⇒ q ≡ ¬(¬p ∨ q) ∨ q
Distributing the negation gives
(p ⇒ q) ⇒ q ≡ (p ∧ ¬q) ∨ q
and distributing the disjunction gives
(p ⇒ q) ⇒ q ≡ (p ∨ q) ∧ (¬q ∨ q)
from which it follows that
(p ⇒ q) ⇒ q ≡ p ∨ q
HELP! NO LINKS!!
line 1 (1,-6) (5,-4).
line 2 (8,-2) (5,4)
Answers
Answer:
Neither perpendicular or parallel
Step-by-step explanation:
here is it on a graph. They do not intersect and aren't the same distance apart
help asap ty
will possibly mark brainliest.
Answers
Answer:
Step-by-step explanation:
Letter B is the correct answer
Initial population is 200, tripled every hour
200 x 3 = 600
First hour 200
Second hour = 600 + 200 = 800
Third hour 800x3 = 2400 + 800 = 3200
and so on.
Geometry, please help
Finding area in the coordinate plane
Answers
ANSWER - 12 units²
Step-by-step explanation:
We need to use Area of triangle formula in triangles ABD & CBD.
Applying the formula of area of triangle, that is, 1/2 × BASE × HEIGHT
In triangle ABD,
1/2 × 4 × 4 = 8 units²
In triangle BCD,
1/2 × 2 × 4 = 4 units²
Adding both the areas of the triangle, we get 12 units².
Hope it helps :)
Please look at the pic and help!!
Answers
Answer:
4x² + 22x - 12
Step-by-step explanation:
A = bh/2
A = (4x - 2)(2x + 12)/2
A = (8x² + 48x - 4x - 24)/2
A = (8x² + 44x - 24)/2
A = 4x² + 22x - 12
PLS ANSWER THESE QUESTIONS
I WILL MARK BRAINLIEST
Answers
The linear function y = 3 · w - 1 represents the number of sea shells found in each week.
The speed of the driven gear is 180 rounds per minute.
How to use direct and inverse relationships to analyze situations
In the first problem we have an example of linear progression, in which the number of sea shells is increased linearly every week. After a quick analysis, we conclude that the linear function y = 3 · w - 1, a kind of direct relationship.
In the second problem, we must an inverse relationship to determine the speed of the driven gear. Please notice that the speed of the gear is inversely proportional to the number of teeths. Then, we proceed to calculate the speed:
\(\frac{v_{1}}{v_{2}} = \frac{N_{2}}{N_{1}}\)
If we know that \(v_{2} = 60\,rpm\), \(N_{2} = 60\) and \(N_{1} = 20\), then the speed of the driven gear is:
\(v_{1} = v_{2}\times \frac{N_{2}}{N_{1}}\)
\(v_{1} = 60\,rpm \times \frac{60}{20}\)
\(v_{1} = 180\,rpm\)
The speed of the driven gear is 180 rounds per minute.
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A triangle has one angle that measures 56° and one angle that measures 63º.
The measure of the triangle's third angle is degrees.
The solution is
Answers
The pyramid and prism above have the same triangular base and height. The volume of the pyramid is 18 cubic inches. What is the volume of the prism?
A. 36 cubic inches
B. 72 cubic inches
C. 6 cubic inches
D. 54 cubic inches
Answers
Since the volume of the pyramid is 18 cubic inches, then the volume of the prism is 3 times that amount which is 54 cubic inches 2.
Therefore, the answer is D. 54 cubic inches.
What is the additive inverse of (-2m)?
Answers
Answer:
-12
Step-by-step explanation:
Answer:
The correct answer is 2.
Step-by-step explanation:
The additive inverse of a number is its opposite number. If a number is added to its additive inverse, the sum of both the numbers becomes zero.Therefore, your answer would be 2.Can someone please help me with this please and thank you.
Answers
The object is moving at 69 m/s.
The members of the PTA are ordering pizza for a meeting. They plan to order 2 cheese pizzas for every 3 pepperoni pizzas they order. How many cheese pizzas will they order if they order 15 pepperoni pizzas?
Answers
Answer
45 pepperoni, 30 cheese pizza
Step-by-step explanation: