Two urns are filled with marbles. The first urn has 2 red and 8 blue marbles. The second urn has 18 red and 6 blue marbles. An urn is randomly selected and a marble is drawn. (a) Find the total probability of drawing a red marble. (b) Use Bayes' rule to find the chance that you drew from the second urn, if you draw a red marble. (c) + This experiment involves 34 marbles and 20 of them are red. Why isn't the total probability of drawing a red marble simply 20/34 ?

Answer: 1 hour 42 minutes

Answer:

1 hour and 42 minutes

Step-by-step explanation:

Answer:

None Of These

Step-by-step explanation:

Because you cannot determine what the two sides are because there are 2 missing variables.

This is a linear equation and has infinite solutions.

Another equation matching this is needed to find a specific answer.

Hope This Helps :)

Hello!

453 millions

= 453 000 000

Answer:

840

Step-by-step explanation:

7000×2×6 ÷ 100. since it is 2%

= 840

Answer:

I also need help please help guys

Answer:

7%

Step-by-step explanation:

Percentage Decrease = \(\frac{Original Value - New Value}{Original Value} * 100\)

Percentage Decrease = \(\frac{12500 - 11625}{12500} * 100\)

Percentage Decrease = 7%

Based on the given mean delivery time of 10:28am and the standard deviation of 0:55 mins, the estimated times within which 95% of the deliveries are made is (a) between 8:38 am and 12:18 pm.

To calculate this interval, we need to use the z-score formula, where we find the z-score corresponding to the 95th percentile, which is 1.96. Then, we multiply this z-score by the standard deviation and add/subtract it from the mean to get the upper and lower bounds of the interval.

The upper bound is calculated as 10:28 + (1.96 x 0:55) = 12:18 pm, and the lower bound is calculated as 10:28 - (1.96 x 0:55) = 8:38 am.

Therefore, we can conclude that the interval between 8:38 am and 12:18 pm represents the estimated times within which 95% of the deliveries are made based on the given mean delivery time and standard deviation.

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Answer: If you like your best friend, you should explain to him/her that you like him/her. If you don’t want to do this, then keep a close eye on them and detect whether they like you back like if they treat you with more kindness than you usually receive.

Step-by-step explanation: Activity: Give them different topics and see if they answer in a way that is different from how they would answer someone else.

Answer:

The value of  \(x = \frac{1}{6}\)

The length of the rectangle   \(= \frac{3}{2}\) cm

The width of the rectangle  = \(\frac{16}{3}\) cm

Step-by-step explanation:

Step(i):-

Given that area of the rectangle = 8 cm²

Length of the rectangle (l) = 3x+1

width of the rectangle (w) = 2x+5

The area of the rectangle = length × width

Given that area of the rectangle = 8 cm²

Step(ii):-

Now

                   (3x+1) ( 2x+5)    = 8

       ⇒      3x(2x+5) +1(2x+5) =8

                    6 x² + 15x + 2x +5 =8

         ⇒     6 x² + 17x -3 =0

        ⇒      6 x² + 18x -x -3 =0

       ⇒   6 x ( x+3) -1(x+3) =0

       ⇒   6x -1 =0  and  x +3 =0

              \(6x = 1\)  and   x =-3

             \(x = \frac{1}{6}\)

The length of the rectangle

                               \(= 3 (\frac{1}{6} ) +1 \\= \frac{3}{2}\)

The width of the rectangle

                            \(= 2 (\frac{1}{6} ) +5\)

                            = \(\frac{16}{3}\)

Answer:

to have an infinite number of solutions, the lines have to be on top of each other.....basically, they have to be the same line.

y = 3x - 1

-3x + y = -1.....multiply by -1

3x - y = 1 <== this would be ur other equation because if u put this in slope intercept form (y = mx + b), it would be the same as y = 3x - 1

Step-by-step explanation:

Answer:A

Step-by-step explanation:

Answer:

B.  16

Step-by-step explanation:

x² − 8x = 10

x² − 8x + (-4)² = 10 + (-4)²

x² − 8x + 16 = 10 + 16 --------- added 16 to both sides.

to finish the equation..

x² − 8x + 16 = 26

(x - 4)² = 26

\(\sqrt(x - 4)^2 = \sqrt{26}\)

x = \(\sqrt{26} + 4\)

x = \(4 - \sqrt{26}\)

Answer:

\(\Huge \boxed{\mathrm{B. \ 16}}\)

\(\rule[225]{225}{2}\)

Step-by-step explanation:

\(x^2-8x=10\)

The equation is in the form ax² + bx = -c. The value of b in the equation is -8.

To complete the square, we need to add (b/2)² = (-8/2)² =  -4² = 16 to both sides.

\(x^2-8x+16=26\)

Factoring left side of the equation.

\((x-4)^2 =26\)

Taking the square root of both sides.

\(x-4=\pm\sqrt{26}\)

Adding 4 to both sides.

\(x=4\pm\sqrt{26}\)

\(\rule[225]{225}{2}\)

Some numbers are called exact because they represent a specific count or quantity, while other numbers are called measured because they are obtained through a process of measurement.

When we use numbers to count or quantify something, such as saying "4 mugs," "5 books," or "2 watches," we are referring to exact numbers. These numbers are precise and represent an actual count or quantity. For example, if you have four mugs in front of you, you can count them individually and confirm that there are indeed four.

On the other hand, when we use numbers obtained through measurement, they are called measured numbers. Measurement involves using a standard unit of measurement to determine a specific quantity, such as the height of a person. In this case, we might use a ruler or tape measure and measure the height as 155.2 cm. This number is not exact because it represents a measurement that can have some degree of uncertainty or variability.

Measured numbers often involve some level of estimation or rounding due to limitations in measurement tools or the inherent variability in the object being measured. For instance, when measuring the height of a person, it can be challenging to get an exact measurement due to factors like posture, slight variations in height across different parts of the body, or limitations in the measurement device.

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The properties of exponents

1. \((64)^{1/2}\) = √(64) = 8

2.  \(3m(mn)^(3/2)\) = \(3m(m^{3/2}n^{3/2})\)

3. 2a(5ab)² = \(2a(25a^2b^2) = 50a^3b^2\)

The properties of exponents can be used to simplify and rewrite expressions involving powers and roots. The most common properties are:

Product of powers: \(a^m\) * aⁿ = \(a^{m+n}\)

Quotient of powers: \(a^m\)/ aⁿ = \(a^{m-n}\)

Power of a power: \((a^m)^n\) = \(a^{mn}\)

Power of a product: \((ab)^m\) = \(a^m\) * \(b^m\)

Power of a quotient: \((a/b)^m\) = \(a^m\)/ \(b^m\)

Using these properties, we can rewrite the given equations as follows:

1. \((64)^{1/2}\) = √(64) = 8

The square root of 64 is 8. The power of 1/2 represents the square root.

2. \(3m(mn)^(3/2)\) = \(3m(m^{3/2}n^{3/2})\)

The power of 3/2 represents the square root of the square. We can use the product of powers property to combine the m and n terms under the same square root.

3. 2a(5ab)² = \(2a(25a^2b^2) = 50a^3b^2\)

We can use the power of a product property to square the 5ab term, and then simplify by combining the like terms.

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The probability that at least two of the balls have the same number is 27.40%

Probability is the function that measures the chances that an outcome of a random event will be as expected. In this way you can measure how likely it is that an event will happen.

Probability requested is equivalent to:

P(at least 2 have same number) = 1 - P(no 2 have the same number)

P(no 2 have same number) = No. of ways to succeed / No. of possible outcomes

No. of ways to succeed = 90P8

No. of possible outcomes = 90^8

No. of ways to succeed =

nPr = n! / (n-r)!

90P8 = 90! / (90-8)!

90P8 = 90! / (82)!

90P8 = 90*89*88*87*86*85*84*83*82! / [(82)!

90P8 = 90*89*88*87*86*85*84*83

90P8 = 3.13x10^15

P(no 2 have same number) = 3.13x10^15 / 90^8

P(no 2 have same number) = 0.73

P(at least 2 have same number) = 1 - P(no 2 have the same number)

P(at least 2 have same number) = 1 - 0.73

P(at least 2 have same number) = 0.2740 = 27.40%

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Answer:

no solution

Step-by-step explanation:

Answer:

look at image given

Step-by-step explanation:

im assuming the -3 is seperate :p

Hugh poured 100 kilograms of water into 10 kg of salt. He made 110 kilograms of 9.09 % salt solution.

To find the mass of the solution add the mass of salt and the mass of the solution. To find the concentration of the solution divide the salt mass by the total mass of the solution and multiply by 100.

Here we have  

Hugh poured 100 kilograms of water into 10 kg of salt.

After adding 100 kilograms of water to 10 kg of salt.  

The total mass of the solution = 100 + 10 = 110 kg

The concentration of salt

= [ Mass of salt/ Mass of solution] × 100

= [ 10/110] × 100 = 9.09%      

Therefore,

Hugh poured 100 kilograms of water into 10 kg of salt. He made 110 kilograms of 9.09 % salt solution.  

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Answer:

A.

I hope it helps

There were the most observations of female tokoeka kiwis in the given frequency table so option (A) will be correct.

A frequency table is a list of objects with the frequency of each item shown in the table.

The frequency of an occurrence or a value is the number of times it happens.

Given the frequency table of kiwi birds with their gender.

Number of female tokoeka kiwis = 44

Now if we look at the table there is none of any bird that is greater than 44 which means it is the most observations in the research.

Hence  "There were the most observations of female tokoeka kiwis".

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Answer:

7/12 pizzas have been eaten

Step-by-step explanation:

3 + 4= 7

7/12

7-12=5

5 pizzas left

Step-by-step explanation:

Hey there!!!

Here,

The point is, (-3,1).

Using one point formula.

(y-1)= m(x+3)....1st equation.

It has said that it is also perpendicular to the line y = 1/3x + 2 .......2nd equation.

Now, the equation with y = mx + c.

We get slope (m2) = 1/3.

Now,

As per the condition of perpendicular lines,

\(m1 \: \times m2 = - 1\)

\(m1 \times \frac{1}{3} = - 1\)

Simplifying them we get,

m1 = -3.

Therefore the slope is -3.

Hope it helps...

When there is a treatment or behavior for which researchers want to study risk, they often compare it to the baseline risk, which is the risk without the treatment or behavior.

The baseline risk provides a reference point for evaluating the effect of the treatment or behavior on the outcome of interest.

For example, if researchers want to study the risk of a certain disease among smokers compared to non-smokers, the baseline risk would be the risk of the disease among non-smokers. By comparing the risk of the disease among smokers to the baseline risk among non-smokers, researchers can determine the extent to which smoking increases the risk of the disease.

Similarly, if researchers want to study the risk of a certain side effect associated with a medication, the baseline risk would be the risk of the side effect in the absence of the medication. By comparing the risk of the side effect among people taking the medication to the baseline risk among people not taking the medication, researchers can determine the extent to which the medication increases the risk of the side effect.

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The Evening class is one that has the highest mean age of 22 years.

b) The Morning class has ages that are said to be the most spread out.

c) The median of the noon class will be about 15 years.

a) To know the class has the highest average age, we have to look at the mean (or average) ages.

Note that

When you Compare the mean ages, you will see that the Evening class has the highest average age = 22 years.

b) To know  which class has ages that are said to be of most spread out, one need to look at the standard deviations, Thus a higher standard deviation shows more spread in all of the ages.

Hence the  Morning class has the highest standard deviation =2.4 years,.

c) when the noon class poses a symmetric distribution, the median have be equal to the mean. Thus one need to use the given mean age for the Noon class, and that is 15 years, as the median.

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This chart shows the mean age and standard deviation for students in three dance classes. Use these

data to answer the questions.

Class                    Mean (years)          Standard deviation  (years)

Morning                     8.9                            2.4

Noon                           15                            1.2

Evening                        22                           0.8

a) Which class has the highest average age? Morning / Noon / Evening

b) Which class has ages that are the most spread out? Morning / Noon / Evening

c) If the noon class has a symmetric distribution, what is the median?.

Can you please show your work

a) The simplified left-hand side of the equation as B + CD + BD. Therefore, the equation is true. b) The simplified left-hand side of the equation as 2WY + WXZ + WYZ. Therefore, the equation is true. c) The left-hand side of the equation is also AD + AB + CD + BC, the equation is true.

(a) Using algebraic manipulation, we can simplify the left-hand side of the equation as follows:

ABC + BCD + BC + CD = BC(A + D) + CD(A + B)

= BC + CD (A + B + D)

Since B + CD = B(1 + D) + CD = B + CD + BD, we can rewrite the simplified left-hand side of the equation as B + CD + BD. Therefore, the equation is true.

(b) Similarly, we can simplify the left-hand side of the equation as follows:

WY + WYZ + WXZ + WXY = WY(1 + Z) + WX(Z + Y)

= WY + WXZ + WYZ + XYZ

Since WY + WXZ + XYZ = WY + WXZ + WY(1 + Z) = WY + WXZ + WY + WYZ = 2WY + WXZ + WYZ, we can rewrite the simplified left-hand side of the equation as 2WY + WXZ + WYZ. Therefore, the equation is true.

(c) Using algebraic manipulation, we can expand the right-hand side of the equation as follows:

(A + B + C + D)(A + B + C + D) = A2 + B2 + C2 + D2 + AB + AC + AD + BC + BD + CD

= AD + AB + CD + BC + A2 + B2 + C2 + D2 + AB + AC + BD

= AD + AB + CD + BC (A + B + C + D + A + B + C + D)

Since the left-hand side of the equation is also AD + AB + CD + BC, the equation is true.

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We may prefer one model over the other for predicting the number of complaints based on the given predictor.

To plot the rate of complaints in relation to the potential predictors, we can use scatterplots. The four potential predictors are: hours worked per week, years of experience, number of visits made, and the number of procedures carried out. We can plot the rate of complaints (complaints per visit) against each of these predictors and observe the relationships.

To fit a binomial GLM for the number of complaints out of the number of visits, we can use the glm() function in R. We will set the family argument to "binomial" since the response variable is binary. We can then check the goodness of fit of the model using diagnostic plots such as the residuals vs. fitted values plot and the Q-Q plot of the residuals.

To check the significance of the predictors in the binomial model, we can use the summary() function to obtain the p-values for each predictor.

A significant predictor would have a p-value less than the significance level (usually 0.05). We can also interpret the effect of significant predictors by looking at the estimated coefficients in the model output.

To fit a Poisson rate model for the number of complaints, we can use the glm() function again, but this time with the family argument set to "poisson". We can then check the goodness of fit of the model using the same diagnostic plots as before.

To check the significance of predictors in the Poisson model, we can use the summary function again to obtain the p-values. We can interpret the effect of significant predictors in a similar way as before. We can compare the conclusions of the binomial and Poisson models by comparing the estimated coefficients and their significance.

To exchange the role of hours and visits in the Poisson rate model, we can simply switch the order of the predictor variables in the model formula. We can then check the significance of the predictors and interpret the outcome as before.

We can compare the two proposed rate models by comparing their goodness of fit and the significance of their predictors. We can also compare the estimated coefficients and their interpretations. Depending on the results, we may prefer one model over the other for predicting the number of complaints based on the given predictors.

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The required answer is  sec θ = -√2.

Explanation:-

Part 1: Given cosine of theta is equal to radical 3 over 2 on the domain [0,[infinity]).

To determine three possible angles θ,  the cosine inverse function which is a cos and since cosine function is positive in the first and second quadrant. Therefore  conclude that, cosine function of θ = radical 3 over 2 implies that θ could be 30 degrees or 330 degrees or 390 degrees. So, θ = {30, 330, 390}.Part 2:To convert 495° to radians, multiply by π/180°.495° * π/180° = 11π/4To find sec θ, we use the reciprocal of the cosine function which is sec.

Therefore, sec θ = 1/cos θ.To find cos 11π/4,  the reference angle, which is 3π/4. Cosine is negative in the third quadrant so the final result is sec θ = -√2.

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Answer:

6.57

Step-by-step explanation:

if if you round 6.57 up in the tens place you will get 6.6

the logistic regression model cannot be estimated with standard ordinary least squares (ols) procedures then we rely on the least squares method.

Regression equation:

In simple linear regression, the predicted value of the dependent variable is given by the equation = b0 + b1x. The values of b0 and b1 are calculated from the data so that the line = b0 + b1X minimizes the total sum of squared errors (error is the difference between the predicted value and the actual value of y).

Least squares method:

The least squares method is a statistical procedure to find the best fit for a set of data points by minimizing the sum of the offsets or residuals of points from the plotted curve.

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