What is 19 X +18+7+ 4X plus 3X?

Answer:

5/14

Step-by-step explanation:

The probability of drawing a particular coloured card is the number of cards that are that colour, divided by the total number of cards:

The probability of drawing a blue card on your first draw would be 5 out of (5 + 3) = 5/8

The next draw would be the same principle, but the denominator (bottom number of the fraction) would be 1 less, because you have just taken out 1 card on your first draw:

The probability of drawing a blue card on your second draw (after drawing a blue card first) would be 4 (since you have already taken one) out of (8 - 1) = 4 / 7

To find the probability of both these steps combined, you multiply the two fractions together:

5/8 x 4/7 = 20/56

The question asks you to simplify, which means that the final answer is 5/14

Hope this helps!

The work done is 400.0 Joules A force of 80 Newtons pushes a 50-kilogram object across a level floor for 8.0 meters.

To find the work done, we can use the formula:work = force x distance x cos(theta)where force is 80 N, distance is 8.0 m, and theta is the angle between the force and the displacement. Since the force is applied in the direction of motion, theta is 0° and cos(0°) is 1.

we can simplify the formula as:work = force x distance x cos(theta)work = 80 N x 8.0 m x cos(0°)work = 640.0 JHowever, we need to check the units of our answer to make sure they are in Joules (J). The units of force are Newtons (N), the units of distance are meters (m), and the units of cos(theta) are dimensionless. Therefore, our answer is in Joules (J).So, the work done is 640.0 Joules.

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Answer:

C. 115

Step-by-step explanation:

got it right on edg. pls mark brainliest

These real-world applications help young learners see the practical applications of geometry and develop a deeper understanding of geometric concepts while making learning more engaging and meaningful.

Relevance: Connecting math to real-world applications helps students see the practical value and relevance of the concepts they are learning. It provides a meaningful context and motivation for learning.

Engagement: Real-world applications make math more interesting and engaging for students. It brings concepts to life and helps students see how math is used in everyday life.

Deep understanding: By applying math concepts to real-world situations, students develop a deeper understanding of the concepts and their connections. It promotes critical thinking, problem-solving skills, and the ability to apply mathematical knowledge in different contexts.

Transferability: Real-world applications help students see how math concepts can be transferred and applied to various situations. It promotes the ability to apply learned concepts to new and unfamiliar problems.

Some real-world applications of geometry that would be appropriate for young learners include:

Measurement: Young learners can apply geometric concepts to measure and compare the lengths, areas, and volumes of objects in their environment. For example, measuring the length of a room, comparing the sizes of different shapes, or estimating the volume of a container.

Navigation and Maps: Young learners can use geometry to understand maps, directions, and spatial relationships. They can learn about reading maps, understanding coordinates, and finding distances between locations.

Architecture and Construction: Exploring geometric shapes, angles, and symmetry can help young learners understand the principles of architecture and construction. They can design and build simple structures using different shapes and understand the importance of stability and balance.

Art and Design: Geometry plays a significant role in art and design. Young learners can explore symmetry, patterns, and shapes in various art forms. They can create tessellations, explore rotational symmetry, or design patterns using geometric shapes.

Everyday Objects: Geometry is present in everyday objects around us. Young learners can identify and classify shapes in their environment, such as identifying spheres, cubes, cylinders, and cones in objects like balls, boxes, cups, and ice cream cones.

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The type of error that occurs when the study population produces a statistically significant test result, even though there is in fact no significant difference or association in the source population, is called a "Type I error".

A "Type I error" occurs when the null hypothesis (showing that there is no difference between the two populations under study) is rejected, even though it is in fact true. Type I errors, also called false positives, are caused by the erroneous rejection of the null hypothesis. This can happen when the sample size is too small, the sample size is too large, the sample distribution is not normal, or the alpha level is too low. In all these cases, statistical tests yield significant results even when there are no significant differences or associations in the population.

The first type of error is when the testing procedure wrongly rejects the null hypothesis. This type of error is called a Type I error (false positive) and is sometimes referred to as a Type I error. In the case of a courtroom, a Type I error is the conviction of an innocent defendant.

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Answer:

A- No

B- yes

C-yes

D- no

Step-by-step explanation:

learned about these yesterday, just depends on the x axis

The number of simple events in this experiment is 16.

The correct answer to the given question is option c.

The probability of an event can be calculated by dividing the number of favorable outcomes by the number of possible outcomes. A simple event is one in which only one of the outcomes can occur. For example, if a coin is tossed, a simple event would be the outcome of the coin being heads or tails.

The total number of possible outcomes in the experiment of tossing 4 unbiased coins simultaneously is 2⁴, since there are two possible outcomes for each coin. Thus, the total number of possible outcomes is 16.

Each coin has two possible outcomes: heads or tails. If all four coins are flipped, there are two possible outcomes for the first coin, two possible outcomes for the second coin, two possible outcomes for the third coin, and two possible outcomes for the fourth coin. Therefore, the total number of possible outcomes is 2 × 2 × 2 × 2 = 16.

Therefore, the number of simple events in this experiment is 16, which is option (c).

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The post-war period of the 1950s and 1960s saw the emergence of a number of important voices in literature, art, and politics. Here are some examples:

Ginsberg was a prominent poet and a leading figure in the Beat Generation, a group of writers who rejected conventional norms and values. His most famous work, "Howl," was published in 1956 and became a landmark in American literature.

Baldwin was an African-American writer whose novels and essays explored issues of race and sexuality in America. His most famous works include "Go Tell It on the Mountain" (1953) and "The Fire Next Time" (1963).

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Explain the Post-War voices that emerge in (1950s-1960s)

There are ²⁰С₁₀ × 10!  × 10! ways to divide the class and line up the groups.

Number of students in the class = 20

Selection of group one = ²⁰С₁₀ ways

Selection of group two = 1 way

Number of ways to arrange 10 students in a group = 10!

So, Total number of ways = ²⁰С₁₀ × 10!  × 10! ways.

Hence there are  ²⁰С₁₀  × 10!  × 10! ways to divide the class and line up the groups.

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Answer:

A- cos x

B- cos y

C- tan y

Step-by-step explanation:

Answer:

A: cos x

B: cos y

C: tan y

Step-by-step explanation:

=========================================================

Explanation:

For any right triangle, the sine of an acute angle is equal to the opposite over hypotenuse.

So we can say

sin(angle) = opposite/hypotenuse

sin(A) = 3/5

Note how the side that's 3 units long is as far away from angle A as possible, which is why it's considered the opposite side. The hypotenuse 5 is the longest side of the triangle. The hypotenuse is always the longest side, and always opposite the 90 degree angle.

Answer:

-16/27

Step-by-step explanation:

If you're multiplying fractions and you have a mixed number, start by converting it into an improper fraction.  To do this, multiply the denominator with the whole number and add the numerator to the product

-32/9 x 1/6

The numerator of the first fraction and the denominator of the second fraction can be cross simplified because they both share a GCF of 2

-16/9 x 1/3

You're left with -16/27.  Since 16 and 27 don't share any factors, you're done.

Answer:

-16/27

Step-by-step explanation:

1).  - 3 x 9 + 5 /9 x 1/6

2).  - 27 + 5 /9 x 1/6

3).  - 32/9 x 1/6

4).  - 32 x 1 / 9 x 6

5).  - 32 / 54

6).  -16/27

Answer:

false

Step-by-step explanation:

when you move COUNTERclockwise, you go in the opposite direction that a clock goes, so you would go to the left instead of the right

The proof of statement, "If K = subgroup of G and N = normal subgroup of G, then K/(K ∩ N) is isomorphic to KN/N" is shown below.

In order to prove the Second Isomorphism Theorem, we will use the First Isomorphism Theorem and the concept of kernels.

Let us consider the homomorphism ϕ: K → G/N defined by φ(k) = kN, where K is a subgroup of G and N is a normal subgroup of G.

First, we need to show that φ is a well-defined homomorphism.

Well-defined: We assume k₁, k₂ ∈ K such that k₁ = k₂.

We want to show that φ(k₁) = φ(k₂). Since k₁ = k₂, we have k₁k₂⁻¹ ∈ K. Now, φ(k₁) = k₁N = k₁(k₂⁻¹k₂)N = (k₁k₂⁻¹)(k₂N) = (k₁k₂⁻¹)N = k₂N = φ(k₂).

So, φ is well-defined.

For Homomorphism: Let k₁, k₂ ∈ K. We want to show that φ(k₁k₂) = φ(k₁)φ(k₂). We have φ(k₁k₂) = k₁k₂N = k₁(k₂N) = k₁φ(k₂) = φ(k₁)φ(k₂).

So, φ is a homomorphism.

Next, we find the kernel of φ, which is denoted as Ker(φ),

Ker(φ) = {k ∈ K | φ(k) = kN = N}

Since N is a normal subgroup of G, N contains the identity-element e of G. Therefore, kN = N if and only if k ∈ N. Hence, Ker(φ) = K ∩ N.

Now, by applying First Isomorphism Theorem, we have:

K/Ker(φ) ≅ φ(K)

Substituting the values,

We get,

K/(K ∩ N) ≅ φ(K)

Therefore, K/(K ∩ N) is isomorphic to φ(K).

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The given question is incomplete, the complete question is

(Second Isomorphism Theorem) If K is a subgroup of G and N is a normal subgroup of G, prove that K/(K ∩ N) is isomorphic to KN/N.

A cable is attached to the top of a pole and mounted to the ground 3 feet from the base of the pole. The angle of elevation from the mounting to the top of the pole is 78°. The height of the pole is 14.11 feet.

Trigonometric identities are the functions that include trigonometric functions such as sine, cosine, tangents, secant, and, cot.

A cable is attached to the top of a pole and mounted to the ground 3 feet from the base of the pole.

The angle of elevation from the mounting to the top of the pole is 78°.

Let the triangle Δ ABC with AC be the length of the wire and AB be the height of the pole.

Base of the pole = BC = 3 feet

Angle of elevation to the pole = θ = 78°

We have to find the length of the pole that is AB Let the height of the pole be h feet.

According to trigonometry :

\(tan\theta = \dfrac{perpendicular}{base}\)

Here, C = 78° , perpendicular = AB = h , base = BC = 3

\(tan 78 = \dfrac{h}{3}\\\\h = 4.7 \times 3\\\\h = 14.11\)

Thus, the height of the pole is 322.75 feet.

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Based on the given box plot, the bookstore sold 2 to 12 books on 40 days out of the 60-day period.

Explanation: In the box plot, the box extends from 2 to 12, indicating the interquartile range (IQR) of book sales. The vertical line inside the box represents the median, which is positioned at 7. The endpoints of the box plot are drawn at 0 and 16, showing the minimum and maximum values, respectively.

To determine the number of days the bookstore sold 2 to 12 books, we need to count the number of data points falling within this range. From the given box plot, it is evident that the majority of the data points fall within the box, which represents the range of 2 to 12 books.

Therefore, out of the 60 days, the bookstore sold 2 to 12 books on 40 days, as those are the days within the interquartile range indicated by the box in the plot.

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The probability that at least two of the four ten-year-old will be able to ride Batman: The Ride is 1.

Batman: The Ride is a roller coaster ride that has a height requirement of at least 54 inches. Assume that only 10-year-olds are allowed to take the ride and that the height of the average 10-year-old is 4 feet, or 48 inches. Assume also that the height of 10-year-olds has a normal distribution with a mean of 48 inches and a standard deviation of 1.5 inches. The formula to compute the probability of at least two 10-year-olds who can ride the Batman ride is:1 - P(x = 0) - P(x = 1) where: P (x = 0) = the probability that none of the 10-year-olds can ride the Batman ride. P(x = 1) = the probability that only one of the 10-year-olds can ride the Batman ride. P(x = 2) = the probability that at least two 10-year-olds can ride the Batman ride. Therefore, we have: P(x = 0) = P(Z < (54 - 48) / 1.5) = P(Z < 4) = 1P(x = 1) = P(Z < (54 - 48) / 1.5 + 1) - P(Z < (54 - 48) / 1.5 - 1) = P(Z < 5) - P(Z < 3) = 0.0062P(x = 2) = 1 - P(x = 0) - P(x = 1) = 1 - 1 - 0.0062 = 0.9938, or 99.38 percent.

Therefore, the probability that at least two of the four 10-year-olds will be able to ride Batman: The Ride is 0.9938, or 99.38 percent.

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Answer:

I think the answer is -7

because : 3(-5) + 4(2)

-15 + 8

= -7

When the 10% criterion is met, we can use a binomial distribution to approximate the number of successes in a simple random sample (SRS) (as a simple random sample selects the trials without replacement).

The sample must be less than 10% of the population in order to satisfy the 10% requirement. It is fair to presume that the trials are independent because the sample is so much smaller than the population (even though the sampling occurred without replacement).

This suggests that the sample size n in this situation must be less than 10% of the population size NN.

This is the reason why 10% condition should be met.

In a binomial probability distribution, the number of successes in a series of n experiments is represented as either success or failure   (probability q = 1 p), depending on the outcome's boolean value. A Bernoulli trial or experiment is another name for a single success or failure test, while a Bernoulli process is another name for a sequence of results.

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Answer:

the set of all the real values which are strictly greater than zero which is all positive real numbers

Step-by-step explanation:

In interval notation: (0, ∞)

Any exponential function with a positive base and positive multiplier will have a horizontal asymptote at y=0 and will extend to +∞. That's what this one does.

Range of a function--

The range of a function is the set of all the values that are attained by a function.

We are asked to find the range of the function f(x)

the set of all the real values which are strictly greater than zero

x > 0

please mark me brainliest :)

Answer:

Step-by-step explanation:

y = 10x + 100

y = 15x

15x = 10x + 100

5x = 100

x = 20 movies

Answer:

here is answer

Step-by-step explanation:

To find the linear velocity of the ball after contact with the bat, we need to convert the angular velocity to linear velocity.

Given:

Angular displacement (θ) = 261 degrees

Time (t) = 0.75 seconds

Distance from axis of rotation (r) = 57 cm

First, we convert the angular displacement from degrees to radians:

θ (in radians) = (261 degrees) × (π/180)

≈ 4.5539 radians

Next, we calculate the angular velocity (ω):

ω = θ / t

= 4.5539 radians / 0.75 seconds

≈ 6.0719 radians/second

To convert the distance from the axis of rotation to meters:

r (in meters) = 57 cm × (1 meter / 100 centimeters)

= 0.57 meters

Now, we can calculate the linear velocity (v) using the formula:

v = ω × r

v ≈ 6.0719 radians/second × 0.57 meters

v ≈ 3.4649 meters/second

Therefore, the linear velocity of the ball after contact with the bat is approximately 3.4649 meters/second.

These x + y <= $900 or x + 0.65x <= $900  inequalities represent all possible combinations of x.

What is the inequalities equation?

An inequality in mathematics is a relation that compares two numbers or other mathematical expressions in an unequal way. The majority of the time, size comparisons between two numbers on the number line are made.

We have,

tickets for the floor seats cost $55 each.

ticket prices for the balcony are 65% of the cost of tickets for the floor seats.

The number of tickets for the balcony = y = 0.65x.

the number of tickets for the floor seats = x,

and the number of tickets for the balcony = y

no one can purchase for more than $900.

x + y <= $900 or

x + 0.65x <= $900

Hence, these x + y <= $900 or x + 0.65x <= $900  inequalities represents all possible combinations of x.

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Answer:

Below

Step-by-step explanation:

Losing 27 % of value each year means it retains 73% each year

  we need to multiply 20 000 x  .73 x .73 x .73     ....  .73     (twelve times )

                  or   re-written as   20 000 * .73^12 = value =$ 458.04

The three objects that make up the Alpha centauri system, given their description, are all D. stars.

Alpha Centauri is a star system that consists of three stars, not planets, asteroids, or comets. The three stars are named Alpha Centauri A, Alpha Centauri B, and Proxima Centauri.

Alpha Centauri A and B are similar to the Sun, while Proxima Centauri is a smaller and cooler red dwarf star. The three stars in the Alpha Centauri system produce light and rotate on their own axis, and the system is located an average of 4 light-years from Earth.

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When one less than the square of a number, N, is one more than the number, the numbers are 2 and -1.

It should be noted that an equation is a mathematical statement which is made up of two expressions connected by an equal sign.

From the word problem we get

N² - 1 = N + 1

Now solve

N² - 1 = N + 1

N² - N - 1 = 1

N² - N - 2 = 0

(N - 2) × (N + 1) = 0

N - 2 = 0

N = 0 + 2

N = 2

N + 1 = 0

N = 0 - 1

N = -1

Therefore, when one less than the square of a number, N, is one more than the number, the numbers are 2 and -1.

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Write an equation to solve; if one less than the square of a number, N, is one more than the number, find the number.

Answer:

home loan

\(451\)

Answer:

I'm pretty sure the answer to the third question is C

Step-by-step explanation:

We are solving for h(g(x)).

We already know that g(x) is equal to x^2+4.

So know, we can simplify our expression, h(g(x)), to h(x^2+4).

We also know that h(x)=1/x

we simply substitute x for x^2+4, giving us an answer of 1/(x^2+4)