Suppose that you have 8 cards. 5 are green and 3 are yellow. The 5 green cards are numbered 1, 2, 3, 4, and 5. The 3 yellow cards are numbered 1, 2, and 3. The cards are well shuffled. You randomly draw one card.


G = card drawn is green


E = card drawn is even-numbered



Suppose that this time you randomly draw two cards, one at a time, and without replacement.


G1= first card is green


G2= second card is green



1) What is the probability of G1 and G2?


G1: ⅝ G2: 4/7


2) What is the probability of at least one green? 25/28


3) What is the probability of P(G1 | G2)?



Can someone help me with number 3? I do not understand how to solve for it given that there is two unknowns. Thank you!

In ANOVA with 4 groups and a total sample size of 44, the computed F statistic is 2.33 and the p-value is d. cannot tell - it depends on what the SSE is. Therefore, the correct option is option d.

In an ANOVA with 4 groups and a total sample size of 44, with a computed F statistic of 2.33, to determine the p-value, we need to consider the degrees of freedom for both the numerator (between groups) and the denominator (within groups).

Step 1: Calculate the degrees of freedom.
Degrees of freedom between groups (DFb) = Number of groups - 1 = 4 - 1 = 3
Degrees of freedom within groups (DFw) = Total sample size - Number of groups = 44 - 4 = 40

Step 2: Use an F-distribution table or an F-distribution calculator to determine the p-value.
With DFb = 3 and DFw = 40, you can look up the critical F value in an F-distribution table or use an online F-distribution calculator.

Based on the provided information, we cannot directly tell the p-value without consulting an F-distribution table or calculator. However, you can follow these steps to determine the p-value for the given F statistic of 2.33.

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Answer:

they played 20 games together

Step-by-step explanation:

use percentages

Let x be the number of total games.

If 60% is won games then 40% is lost games.

(8/x)*100 = 40

8/x = 4/10

80 = 4x

X = 80/4

Therefore the number of games is 20

Answer:

t=5W+30 or C

Step-by-step explanation:

The pool already has 30 in it so you would initially be adding it, not multiplying it to anything. Then since every second 5 gallons of water is being added to the pool, you add the 30 gallons the pool already contains to 5W.

If sec(t) > 0 and sin(t) < 0, the angle t lies in the third quadrant (III).

The trigonometric function signs can be used to identify a quadrant in the coordinate plane where an angle is located. We can infer the following because sec(t) is positive while sin(t) is negative:

sec(t) > 0: In the first and fourth quadrant, the secant function is positive. Sin(t), however, is negative, thus we can rule out the idea that the angle is located in the first quadrant. Sec(t) > 0 therefore indicates that t is not in the first quadrant.

The sine function has a negative value in the third and fourth quadrants when sin(t) 0. This knowledge along with sec(t) > 0 leads us to the conclusion that the angle t must be located in the third or fourth quadrant.

However, the angle t cannot be in the fourth quadrant because sec(t) > 0 and sin(t) 0. So, the only option left is that t is located in the third quadrant (III).

Therefore, the angle t lies in the third quadrant (III) if sec(t) > 0 and sin(t) 0.

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The quarterly operating profit margin of TMG Ltd over the past six years is provided in Table 4.1, indicating the financial performance of the business during that period.

In order to assess the impact of the intervention strategy introduced by the current CEO three years ago, the board of directors (BOD) of TMG Ltd has contracted a researcher to analyze the data and determine if there have been significant improvements in the business outcomes. The quarterly operating profit margin serves as the unit of analysis for this evaluation.

Table 4.1 allows the researcher to examine the trend and fluctuations in the quarterly operating profit margin over the six-year period. By analyzing the data, the researcher can identify any noticeable changes in the financial performance of TMG Ltd, particularly after the implementation of the intervention strategy. The BOD is interested in understanding whether the strategy has resulted in improved profitability and overall financial health of the company.

The researcher will likely perform statistical analysis, such as calculating averages, trends, and identifying any significant variations, to draw conclusions about the effectiveness of the intervention strategy. By comparing the quarterly operating profit margin before and after the strategy's implementation, the researcher can assess whether the new CEO's efforts have had a positive impact on the company's financial performance.

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Answer:

8.2 cm

Step-by-step explanation:

\( \cos \: 47 \degree = \frac{h}{12} \\ \\ h = 12 \cos \:47 \degree \\ \\ h = 12 \times 0.6819983601 \\ \\ h = 8.18398032 \\ \\ h \approx \: 8.2 \: cm\)

Answer:

first space shuttle flight, Hubble Space telescope launch, last humans on the moon

Step-by-step explanation:

According to Siegler, the pattern of learning math concepts involves a gradual development and refinement of strategies. Siegler's theory, known as the overlapping waves model, suggests that learners use multiple strategies simultaneously and gradually shift towards more efficient ones over time. This process allows for a better understanding and application of math concepts, ultimately leading to improved problem-solving skills.

According to Siegler, the pattern of learning math concepts involves a gradual progression from using counting strategies to more efficient and accurate strategies. Children initially rely on counting strategies to solve math problems, such as counting fingers or objects. As they progress, they begin to use more advanced strategies, such as decomposition or mental math, which allow them to solve problems more quickly and accurately. Siegler also emphasizes the importance of practice and repetition in developing math skills and the role of feedback and instruction in promoting learning. Overall, Siegler's theory suggests that children's math skills develop through a combination of innate abilities and environmental factors, including exposure to math concepts and opportunities for practice and instruction in time.

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Answer: it is 13,760.416

Step-by-step explanation:

If you divide his annual salary by 12 months you get your answer which is $13,760.416

Step-by-step explanation:

We have,

→ Annual Salary = Months in a year × Monthly salary

Let the monthly salary be x.

→ $165,125 = 12x

→ $165,125 ÷ 12 = x

→ $13,760.4167 = Monthly Salary [Answer]

Answer:

Y= 2475

Step-by-step explanation:

We move 2848 across the = sign so we gotta change the sign

so we going to write it as

-Y= -2475

we want to keep the Y by it self so we going to divide -1 both side and we gets Y = 2475

Answer:

Y= 2475

We move 2848 across the = sign so we gotta change the sign
-Y= -2475

def didnt copy this ;-;

Answer:

a ≤ 9

Step-by-step explanation:

Closed circle means ≤ or ≥

Shading to the left means left direction < or ≤

The inequality sign that has both is: ≤

a ≤ 9

Answer:

The answer is C

Step-by-step explanation:

I took the test and I got it right

Answe$12.15

Step-by-step explanation:

She paid 60% of the price...

x + .6x = 32.40

1.6x = 32.40

x=20.25

20.25 * .60 = 12.15

The remaining part after Tania and Jasmine finish their lunch is 5/12 of the total hiking that is to be done.

Given:

Tania and Jasmine complete 1/3 of the hike before taking a break and complete another 1/4 of the hike before stopping for lunch.

Let's assume that Tania and Jasmine are hiking to a waterfall and the complete part of hiking is x.

So, the part of hiking before taking a break = 1/3 of the hike

i.e. = 1/3. x

So, another part of hiking before stopping for lunch = 1/4 of the hike

i.e. = 1/4. x

Complete part of hiking = Addition of all three (the part of hiking before taking a break + another part of hiking before stopping for lunch + the remaining part after Tania and Jasmine finish their lunch).

=> x = 1/3. x +  1/4. x + the remaining part after Tania and Jasmine finish their lunch.

=> The remaining part after Tania and Jasmine finish their lunch = x - x/3 - x/4

=> 12x - 4x - 3x

       12

=> 5x/12 = 5/12x

So, 5/12 of the hike is remaining after Tania and Jasmine finish their lunch.

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Answer:

$100

Step-by-step explanation:

multiply 500 by 0.20

you can also see this as a fraction .20 is also 1/5 so if you take 1/5 of 500 you get 100

Answer:

e would equal a half because it's in the middle

Answer:

B & D because someone had the same exact question but with a picture

Step-by-step explanation:

Ans

y=0x+1

Step-by-step explanation:

Answer:A,C,D

Step-by-step explanation:

A function can’t have repeating x-values. Each assigns exactly one range (y-value) to each domain (x-value)

Answer:

√7/22

Step-by-step explanation:

p=√7

b=22 ( R as reference)

tanR= p/b

√7/22

You can round yourself if necessary.

According to the solving equation  the ball will be in the air for:

5.3 seconds

A linear equation is an algebraic equation of the form y=mx+b, including only a constant and a first-order (linear) component, where m is the slope and b is the y-intercept. The preceding is sometimes referred to as a "linear equation with two variables," where y and x are the variables.

y = ax2 + bx + c

When:

x = 0 , y = 6

y = a(0)2 + b(0) + c = 6

c = 6

When x = 2, y = 22

a(2)2 + b(2) + 6 = 22

4a + 2b = 16

On dividing the entire equation by 2,

2a + b = 8 → (1)

When x = 4, y = 22

a(4)2 + b(4) + 6 = 22

16a + 4b + 6 = 22

16a + 4b = 16

On dividing the entire equation by 4,

4a + b = 4 → (2)

Subtracting (1) from (2)

2a = -4

a = -2

b = 4 - 4(-2) = 4 + 8

b = 12

y = -2x2 + 12x + 6

y = -2x + 12x + 6

Solve the equation.

On solving using quadratic formula,

x = (-12 ± √(144 - 4*-2*6) ) / -4

x = (-12 ± 13.8564) / -4

x ≈ -0.46 and x ≈ 6.46

The ball is above seconds

-2x2 + 12x + 6 = 10

2x2 - 12x + 4 = 0

On solving the above equation using quadratic formula,

x ≈ 0.354 and x ≈ 5.646

So, the ball is above 10 feet for about,

5.646 - 0.354 = 5.3 seconds

5.3 seconds

According to the solving the ball will be in the air for:

5.3 seconds

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The two x-intercepts of the quadratic function are:

x = 8.69

x =  -0.69

Here we want to find the x-intercepts of the function:

f(x) = -x^2 + 8x + 6

Then we need to solve:

0 =  -x^2 + 8x + 6

Using the quadratic formula we will get the solutions:

\(x = \frac{-8 \pm \sqrt{8^2 - 4*(-1)*6} }{2*-1} \\\\x = \frac{-8 \pm 9.38 }{-2}\)

Then the two solutions are:

x = (-8 - 9.38)/-2 = 8.69

x = (-8 + 9.38)/-2 = -0.69

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This chart does not represent a function, as the input of -3 is mapped to two different outputs.

A relation represents a function if each value of the input is mapped to only one value of the output, that is, one input cannot be mapped to multiple outputs.

For a point in the standard format (x,y), we have that:

From the table, we have points (-3, 11) and (-3,12), meaning that the input of -3 is mapped to outputs of 11 and 12, hence the relation does not represent a function.

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Answer:

The correct answer is B or option 2.

Answer:

4 1/2

Step-by-step explanation:

Answer:

\(3(x - 2) = 12\)

\(x - 2 = 4\)

\(x = 4 + 2\)

\(x = 6\)

The answer is:

x = 6

Work/explanation:

For now, I will focus on the left side, and use the distributive property.

\(\begin{gathered}\sf{3(x-2)=12}\\\\\sf{3x-6=12}\\\\\bf{Add~6~on~each~side}\\\\\sf{3x=18}\\\\\sf{x=6}\end{gathered}\)

Hence, x = 6.

Here are the matching pairs for the given question:

1. The smallest multiple that two or more given numbers have in common multiple

2. A number resulting from multiplying a given number by an integer solution

3. The least common multiple of two or more denominators Solve

4. The value(s) of a variable that will make an algebraic sentence true Least common denominator

5. The process for finding the solution(s) to an algebraic equation Least common multiple

1. Common Multiple - The smallest multiple that two or more given numbers have in common is known as the common multiple of those numbers.

2. Multiple - A number that results from multiplying a given number by an integer solution is known as a multiple.

3. Least Common Multiple - The least common multiple of two or more denominators is the smallest number that is a multiple of each denominator.

4. Least Common Denominator - The smallest common multiple of the denominators of two or more fractions is known as the least common denominator.

5. Least Common Multiple - The process for finding the solution(s) to an algebraic equation is known as the least common multiple.

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Answer:

(x²+5) (x-3)²

Step-by-step explanation:

x³ - 3x² + 5x - 15

x²(x-3) + 5(x-3)

(x²+5) (x-3)²

The mathematical expression that would make "h" the subject of the equation is h= k-1/3

To begin an equation is a mathematical expression that relates variables by using the = symbol. Due to this, the letters of variables involved can be changed to create equivalent equations.

The equation given is written is k= 3h - 1. To make h the subject of formula 3h= k - 1 Divide both sides by the coefficient of h which in this case is 33h/3= k-1/3h= k - 1/3.

Hence the value of h in the equation is k - 1/3

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