Long answer: According to the International Telecommunication Union (ITU), there were an estimated 5 billion unique mobile phone users in the world as of January 2018. However, it is important to note that this number does not necessarily equate to the number of individual subscribers, as some people may have more than one mobile phone or SIM card. Additionally, the number of cell phone subscribers can vary by country and region. For example, according to Statista, the number of mobile phone users in the United States was approximately 266 million in 2018. Overall, while there is not a definitive global estimate for the number of cell phone subscribers in 2018, it is clear that mobile technology continues to have a significant impact on the way people communicate and access information worldwide.
(a) Let Y1, ..., Y100 be independent Uniform(0, 2) random variables. Computer P[2Y < 1.9]. (Why are we doing this calculation? We are pretending that we do not know that the upper limit of the uniform distribution is 2, and we are using Y to estimate the upper limit.) In the same setting, find PſYn) < 1.9]. (Y(n) is another statistic that can be used to estimate the upper limit of the uniform distribution.)
(a) The probability that 2Y is less than 1.9, using independent Uniform(0, 2) random variables Y1, ..., Y100, is approximately X%.
(a) To calculate P[2Y < 1.9], where Y1, ..., Y100 are independent Uniform(0, 2) random variables, we can follow these steps:
Find the cumulative distribution function (CDF) of Y, which is given by F_Y(y) = P(Y ≤ y) = y/2 for y ∈ [0, 2]. This represents the probability that Y takes on a value less than or equal to y.
Compute the probability of 2Y being less than 1.9. We can express this as P[2Y < 1.9] = P(Y < 0.95) since 2Y < 1.9 is equivalent to Y < 0.95.
Use the CDF of Y to evaluate P(Y < 0.95). Substituting y = 0.95 into F_Y(y), we get F_Y(0.95) = 0.95/2 = 0.475.
Therefore, P[2Y < 1.9] = P(Y < 0.95) ≈ 0.475 or X%.
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Each square is worth is..
Answer:
10
Step-by-step explanation:
There are 100 squares in this square, so each tiny square is 10 because you take the square root of 100.
Hope this helps! :)
answer. ill give brainliest to whoever answers first correctly
Answer:
∠ W = 30°
Step-by-step explanation:
using the cosine ratio in the right triangle
cos W = [tex]\frac{adjacent}{hypotenuse}[/tex] = [tex]\frac{WY}{WX}[/tex] = [tex]\frac{2\sqrt{21} }{4\sqrt{7} }[/tex] = [tex]\frac{1}{2}[/tex] [tex]\sqrt{\frac{21}{7} }[/tex] = [tex]\frac{\sqrt{3} }{2}[/tex] , then
∠ W = [tex]cos^{-1}[/tex] ( [tex]\frac{\sqrt{3} }{2}[/tex] ) = 30°
in how many ways can eight different books be distributed to 12 children if no child more than one book
The number of ways to distribute the books is calculated using the concept of permutations, specifically the concept of selecting a subset without replacement. The answer is 199,584 possible ways.
In this scenario, we have 12 children and 8 different books. Since each child can receive at most one book, we can view this problem as selecting a subset of 8 books from the total set of 12 children.
To calculate the number of ways to distribute the books, we use the concept of permutations. Specifically, we use the formula for selecting a subset without replacement, denoted as nPr, where n is the total number of children and r is the number of books to be distributed.
Using this formula, we calculate 12P8, which is equivalent to 12!/(12-8)!. Simplifying this expression, we have 12!/4!. Evaluating the factorials, we find 12! = 12 × 11 × 10 × 9 × 8 × 7 × 6 × 5 and 4! = 4 × 3 × 2 × 1.
By dividing 12! by 4!, we obtain 199,584, which represents the number of ways to distribute the 8 different books to the 12 children, ensuring that each child receives at most one book.
In summary, there are 199,584 possible ways to distribute the eight different books among 12 children, with each child receiving at most one book. This is calculated using the concept of permutations, specifically the formula 12P8 = 12!/4!.
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Telephone calls arrive at the help desk of a large computer software company at the rate of 15 per hourDetermine:a. The probability that the next call arrives within 3 minutes (i. e. 0.05 hours).b. the average time in hour between arrivals.
a. the probability that the next call arrives within 3 minutes is approximately 0.528.
To determine the probability that the next call arrives within 3 minutes (0.05 hours), we need to convert the rate of 15 calls per hour to the average rate per minute.
Rate per minute = Rate per hour / 60 = 15 / 60 = 0.25 calls per minute
Now we can calculate the probability using the exponential distribution formula:
Probability of next call within 3 minutes = 1 - e^(-λt)
Where λ is the rate (0.25 calls per minute) and t is the time (3 minutes).
Probability of next call within 3 minutes = 1 - e^(-0.25 * 3) = 1 - e^(-0.75) ≈ 0.528
b. The average time between arrivals can be calculated by taking the reciprocal of the arrival rate.
Average time between arrivals = 1 / Arrival rate
Average time between arrivals = 1 / 15 = 0.0667 hours
Therefore, the average time between arrivals is approximately 0.0667 hours.
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What is the area of this figure?
Enter your answer in the box.
The area of the figure is 81 m²
What is area of figure?
The space enclosed by the boundary of a plane figure is called its area. It is measured in unit²
The figure consist of a triangle and a parallelogram.
Area of triangle = 1/2bh
= 1/2 × 9 × 8
= 9× 4
= 36m²
Area of parallelogram
= base × height
= 9 × 5
= 45 m²
The area of the figure = 36+45 = 81 m²
therefore the area of the figure is 81 m²
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find the volume.round to the nearst tenth
The volume of the cone is V = 452.4 m³
Given data ,
Let the volume of the cone be represented as V
Now , the value of V is
Let the height of the cone be represented as h
where the value of h = 12 m
Now , the radius of the cone is represented as r
where the value of r = 6 m
On simplifying , we get
Volume of Cone = ( 1/3 )πr²h
where r is the radius of cone
h = height of the cone
V = ( 1/3 )π ( 6 )² ( 12 )
V = 452.4 m³
Hence , the volume is V = 452.4 m³
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Which is the value of x (8x +12) (4×)°
The value of the expression (8x + 12) (4x)² when simplified is 1024x(x+3)².
I'm assuming you meant to write "(4x)²" instead of "(4×)°".
If that's the case, then we can simplify the expression as follows:
(8x + 12) (4x)²= (8x + 12) (16x²)
// Expand (4x)² to 16x²= 8(x+3) * 16x²
// Factor out the common factor of 8 from (8x + 12)= 8 * 16 * x * (x+3)²
// Simplify by multiplying 8 and 16= 1024x(x+3)²
// Multiply 8 and 16 to get 128, so the final answer is 1024x(x+3)².
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Please help. I need help with area and perimeter
if the first term of the sequence is 3 and the common difference is -2, then the correct sequence is
Each term is found by Subtracting 2 from the previous term, resulting in a decreasing sequence.
The first term of a sequence is 3 and the common difference is -2, we can determine the correct sequence by applying the arithmetic sequence formula.
The arithmetic sequence formula is given by:
\[a_n = a_1 + (n - 1)d\]
where \(a_n\) represents the nth term of the sequence, \(a_1\) is the first term, \(n\) is the position of the term in the sequence, and \(d\) is the common difference.
In this case, the first term (\(a_1\)) is 3 and the common difference (\(d\)) is -2. We can substitute these values into the formula to find the sequence.
Let's calculate the first few terms of the sequence:
For \(n = 1\):
\[a_1 = 3 + (1 - 1)(-2) = 3\]
For \(n = 2\):
\[a_2 = 3 + (2 - 1)(-2) = 3 - 2 = 1\]
For \(n = 3\):
\[a_3 = 3 + (3 - 1)(-2) = 3 - 4 = -1\]
For \(n = 4\):
\[a_4 = 3 + (4 - 1)(-2) = 3 - 6 = -3\]
We can continue this pattern to find more terms of the sequence.
Based on the calculations, the correct sequence is:
3, 1, -1, -3, ...
Each term is found by subtracting 2 from the previous term, resulting in a decreasing sequence.
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There are 108 girls and 124 boys in the fifth grade at Ridgeview Intermediate School. The school has eight fifth grade classes. If each fifth grade class has the same number of students, how many students are in each class?
There are 29 students in each fifth-Grade class at Ridgeview Intermediate School.
The students are in each class, we need to divide the total number of students by the number of classes.
Total number of students = Number of girls + Number of boys
Total number of students = 108 girls + 124 boys
Total number of students = 232
Number of classes = 8
To find the number of students in each class, we divide the total number of students by the number of classes:
Number of students in each class = Total number of students / Number of classes
Number of students in each class = 232 / 8
Number of students in each class = 29
Therefore, there are 29 students in each fifth-grade class at Ridgeview Intermediate School.
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use the power series 1/1 x = |x| < 1 to find a power series for the function, centered at 0.h(x) =−2x2 − 1=11 x 11 − x
The power series for the function, centered at 0.h(x) =−2x2 − 1=11 x 11 − x is H(x) = x + (-x^2) + x^3 + ...
We begin with the power series representation for 1/(1-x), which is given by:
1/(1-x) = 1 + x + x^2 + x^3 + ...
To obtain the power series for h(x), we need to multiply each term of the series by the corresponding power of x and then make the necessary modifications. Let's denote the power series representation of h(x) as H(x).
Multiplying each term of the series by x, we have:
x/(1-x) = x + x^2 + x^3 + ...
Now, to incorporate the -2x^2 - 1 term, we subtract 2x^2 from the above series:
x/(1-x) - 2x^2 = x + x^2 + x^3 + ... - 2x^2
Simplifying further, we have:
x/(1-x) - 2x^2 = x + (x^2 - 2x^2) + x^3 + ...
Combining like terms, we get:
H(x) = x + (-x^2) + x^3 + ...
This power series representation centered at 0 allows us to express h(x) = -2x^2 - 1 as a sum of terms involving powers of x.
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the vertical difference between a stair tread nosing and any structure or ceiling above the stairway is known as the _____.
The vertical difference between a stair tread nosing and any structure or ceiling above the stairway is known as the "headroom" or "clearance."
What is meant by "headroom" or "clearance"?Headroom refers to the vertical space between the nosing of a stair tread (the front edge of the step) and any overhead structure or ceiling above the staircase. It is an important consideration in stair design to ensure safe and comfortable passage for individuals using the stairs.
Sufficient headroom allows people to navigate the staircase without bumping their heads or feeling confined. Building codes typically specify minimum headroom requirements to ensure safety and to prevent accidents. Adequate headroom is essential to provide a clear and unobstructed pathway for individuals moving up or down the stairs.
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(a) A random variable X has probability density function f(x) = ) = { 6r(1-x) for 0
Given that a random variable X has probability density function (pdf) f(x) = {6r(1-x) for 0 ≤ x ≤ 1, where r is a constant.
a. Find the value of r.
Since f(x) is a probability density function, it must satisfy the following property:
∫f(x)dx from negative infinity to positive infinity = 1
Thus, we have ∫f(x)dx from 0 to 1 = 1, or: ∫6r(1-x)dx from 0 to 1 = 1
Simplifying this, we have:6r ∫(1-x)dx from 0 to 1 = 16r [x - (x^2/2)] from 0 to 1= 6r(1-1/2) = 3r
Therefore, the value of r is 1/3. Hence, option A is correct.
b. Find P(X > 2/3)
Using the given pdf, we can find P(X > 2/3) as follows:
P(X > 2/3) = ∫f(x)dx from 2/3 to 1= ∫6r(1-x)dx from 2/3 to 1= 6r [x - (x^2/2)] from 2/3 to 1= 6r[(1 - 1/2) - (2/3 - 4/9)]= 6r[1/2 + 2/9]= 11r/3
Putting the value of r = 1/3, we have: P(X > 2/3) = 11/3
Therefore, option C is correct.
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A t-distribution looks a lot like a normal distribution, but it is a bit more spread out than a normal distribution with more observations in the "tails." fewer in the middle. To determine whether aresult is out in the tail of a normal distribution, we use a standardized statistic of 2 as our guideline. We can use the same guideline for r-distributions. Suppose, however, the standardized statistic of 2
was a precise rule for a normal distribution. Would the corresponding precise rule for a t-distribution use a number that was more or less
than 2? Explain.
If the standardized statistic of 2 was a precise rule for a normal distribution, the corresponding precise rule for a t-distribution would use a number that is larger than 2.
The reason for this is that the tails of a t-distribution are heavier compared to a normal distribution. This means that the t-distribution has more observations in the tails and fewer in the middle, leading to a wider spread. When comparing the critical values of a t-distribution with those of a normal distribution, the t-distribution requires larger critical values to achieve the same level of significance.
This is because the t-distribution accounts for the additional variability and uncertainty introduced by estimating the population standard deviation using the sample standard deviation. Therefore, if the precise rule for a normal distribution used a standardized statistic of 2, the corresponding precise rule for a t-distribution would require a larger value than 2 to account for the increased spread and heavier tails of the t-distribution.
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Based on the frequency distribution above find the relative frequency for the lower class limit 27
Based on the frequency distribution above, the relative frequency for the lower class limit 27, rounded to one decimal place, is 17.9%
What is the relative frequency?The relative frequency refers to the frequency distribution expressed as a percentage by multiplying the quotient by 100.
The quotient arises from the division of the number of desired outcomes or its frequency by the number of total outcomes.
Ages Number of students Relative Frequency
15-18 2 7.14% (2/28 x 100)
19-22 7 25% (7/28 x 100)
23-26 5 17.86% (5/28 x 100)
27-30 5 17.86% (5/28 x 100)
31-34 6 21.43% (6/28 x 100)
35-38 3 10.71% (3/28 x 100)
Total 28
Thus, the relative frequency for the lower class limit of 27 is 17.9%
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Question Completion:Ages Number of students
15-18 2
19-22 7
23-26 5
27-30 5
31-34 6
35-38 3
Give your answer as a percent, rounded to one decimal place.
.1. the start of 2010, an online social group had 360 million members. Subsequently, new members joined at a rate of roughly
m(t) = −6.6t2 + 14t + 230 million members per year (0 ≤ t ≤ 5),
where t is time in years since the start of 2010.
(a) Find an expression for the total online social group membership M(t) at time t. HINT [See Example 6.]
M(t) = _____
(b) Use the answer to part (a) to estimate the online social group membership midway through 2014. (Round your answer to the nearest 1 million members.)
M(4.5) = ___ million members
The expression for the total online social group membership M(t) at time t is M(t) = -2.2t^3 + 7t^2 + 230t + 360 million members.
(a) To find the expression for the total online social group membership M(t), we integrate the given rate function m(t) with respect to t.
Integrating m(t) = -6.6t^2 + 14t + 230, we get M(t) = -2.2t^3 + 7t^2 + 230t + C, where C is the constant of integration.
Since the initial membership at the start of 2010 is given as 360 million, we can substitute the value of M(0) = 360 into the equation to solve for the constant C.
360 = -2.2(0)^3 + 7(0)^2 + 230(0) + C
360 = C
Substituting C = 360 into the expression, we get the final equation for M(t): M(t) = -2.2t^3 + 7t^2 + 230t + 360.
(b) To estimate the online social group membership midway through 2014, we substitute t = 4.5 into the expression M(t):
M(4.5) = -2.2(4.5)^3 + 7(4.5)^2 + 230(4.5) + 360
M(4.5) ≈ 435 million members (rounded to the nearest 1 million members).
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Help please I am struggling
The angles in the line are as follows:
10. x = 18
11. x = 32
12. x = 15
13. x = 15
How to find angles in a line?The angles in the line can be found as follows:
When line intersect, angle relationships are formed such as vertically opposite angles, linear angles etc.
Therefore, let's find the x in the lines.
10
x + 16 + 3x + 2 = 90
4x + 18 = 90
4x = 90 - 18
4x = 72
divide both sides by 4
x = 72 / 4
x = 18
11.
3x + 84 = 180(sum of angles in a straight line)
3x = 180 - 84
3x = 96
x = 96 / 3
x = 32
12.
6x + 3 + 87 = 180
6x = 180 - 90
6x = 90
x = 90 / 6
x = 15
13
63 = 4x + 3(vertically opposite angles)
Vertical angles are congruent
4x = 63 - 3
4x = 60
x = 60 / 4
x = 15
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Hey y'all, do you think you can answer this question? (oh, and P.S. sorry about the already filled in parts. Ignore them)
The surface area is increased by the square of the factor used to increase both radius and height of the cylinder.
Factor of 2: Area factor of 4, Factor of 3: Area factor of 9, Factor of 5: Area factor of 25, Factor of 10: Area factor of 100, Factor of 20: Area factor of 400
How to analyze the change in surface area of a cylinder by changing radius and height by same factorIn this problem we must analyze the change in the surface area of the cylinder, when radius and height are changed by same factor. The situation is described by following formula:
A = 2π · (k · r)² + 2π · (k · r) · (k · h)
A = k² · (2π · r² + 2π · r · h)
A = k² · A'
Where:
k - Enlargement factorr - Radiush - HeightA' - Initial areaThus, the resulting area factor is:
Factor of 2: Area factor of 4
Factor of 3: Area factor of 9
Factor of 5: Area factor of 25
Factor of 10: Area factor of 100
When both radius and height of the cylinder are multiplied by same factor, then the surface area is increased by the square of the former factor.
Factor of 20: Area factor of 400
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Theorem: For any real number x, if 0 < x < 3, then 15 - 8x + x2 > 0 Which facts are assumed and which facts are proven in a proof by contrapositive of the theorem? Assumed: 0 < x orx < 3 Proven: 15 _ 8x +x2 > 0 b. Assumed: 0 0 Bx +x2 < 0 ; . ' Assumed: 15 ^ | eee Proven: x < 0 or x > 3 a Assumed: 15 ~ 8x + x2 < 0 Proven: 0 < x and x > 3
For the given real number, the correct answer is b. Assumed: 0 < x or x < 3, Proven: [tex]15 - 8x + x^2 > 0.[/tex]
What is real number?
In mathematics, real numbers are a set of numbers that includes both rational numbers (such as integers and fractions) and irrational numbers. Real numbers can be represented on the number line, extending infinitely in both the positive and negative directions.
In a proof by contrapositive, the original statement is logically equivalent to its contrapositive. The contrapositive of the theorem is formed by negating both the hypothesis and the conclusion of the original statement.
The original statement is:
"For any real number x, if 0 < x < 3, then [tex]15 - 8x + x^2 > 0.[/tex]"
The contrapositive of the theorem is:
"For any real number x, if 15 - 8x + x^2 ≤ 0, then x ≤ 0 or x ≥ 3."
Now, let's examine the facts assumed and proven in each of the given options:
a. Assumed: [tex]15 - 8x + x^2 < 0[/tex]
Proven: 0 < x and x > 3
This does not match the contrapositive. It assumes that the expression is negative and concludes that 0 < x and x > 3, which is not the same as the contrapositive.
b. Assumed: 0 < x or x < 3
Proven: [tex]15 - 8x + x^2 > 0[/tex]
This matches the contrapositive. It assumes either 0 < x or x < 3 and concludes that the expression [tex]15 - 8x + x^2[/tex] is greater than 0.
Therefore, the correct answer is b. Assumed: 0 < x or x < 3, Proven: [tex]15 - 8x + x^2 > 0.[/tex]
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solve by using substitution y=2x+3, 10x+2y=20
Answer:
x = 1
y = 5
Step-by-step explanation:
10x + 2y = 20
y = 2x + 3
10x + 2(2x + 3) = 20
10x + 4x + 6 = 20
14x + 6 = 20
14x = 14
x = 1
Now we put 1 in for x and solve for y
10(1) + 2y = 20
10 + 2y = 20
2y = 10
y = 5
Let's Check the answer.
10(1) + 2(5) = 20
10 + 10 = 20
20 = 20
So, x = 1 and y = 5 is the correct answer.
PLEASE HELP ASAP (mathematics)
The linear functions are y = -3x - 1 and y = (1/2)x
Hence options C and D are correct.
We know that,
A linear function is one that produces a straight line on a graph. It is typically a polynomial function with a degree of 1 or 0.
Although linear functions are represented in terms of both calculus and linear algebra.
The only distinction is in the function notation. It is also important to understand an ordered pair written in function notation.
A function is defined as f(x), where x is an independent variable on which the function is reliant.
Linear Function Graph has a straight line with the equation or formula;
f(x) = y = mx + c
Now since,
y = -3x - 1 is of the form of y = mx + c
Therefore,
This is a linear function
And y = (1/2)x
Can be written as,
y = (1/2)x + 0
It is also of the form,
y = mx + c
Hence this is also of the form of linear function.
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write a 6th grade inequality or equation witj variable that equals 61
Answer: 61 - X = 61, 23+18+x=61
John is an expert horseshoe thrower who only misses 15% of the time. Choose the expression that correctly represents the probability John will miss fewer than 50 times if he throws 400 horseshoes.
To determine the probability that John will miss fewer than 50 times if he throws 400 horseshoes, we can use the binomial probability formula.
The formula for the probability of getting exactly x successes in n trials with a success probability of p is:
P(X = x) = (nCx) * (p^x) * ((1 - p)^(n - x))
In this case, John's success probability (p) is 0.85 (since he only misses 15% of the time), the number of trials (n) is 400, and we want to find the probability of missing fewer than 50 times.
The expression that correctly represents the probability John will miss fewer than 50 times is:
P(X < 50) = P(X = 0) + P(X = 1) + P(X = 2) + ... + P(X = 49)
This expression represents the cumulative probability of John missing 0 times, 1 time, 2 times, and so on up to 49 times.
Note that if you have access to a statistical software or calculator, you can directly calculate this probability using the binomial distribution function.
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Maximize Z = 23x1 + 73x2 subject to x1 ≤ 40 x2 ≤ 25 x1 + 4x2 ≤ 120. What is the optimal value of Z?
The optimal value of Z is 3000.
Find out the optimal value of Z?To find the optimal value of Z, we need to solve the given linear programming problem. The problem can be formulated as follows:
Maximize Z = 23x1 + 73x2
subject to:
x1 ≤ 40
x2 ≤ 25
x1 + 4x2 ≤ 120
To solve this problem, we can use the graphical method. Let's plot the feasible region and find the corner points to evaluate the objective function.
First, let's graph the inequalities on a coordinate plane:
x1 ≤ 40:
Draw a vertical line at x1 = 40.
x2 ≤ 25:
Draw a horizontal line at x2 = 25.
x1 + 4x2 ≤ 120:
Rearranging the equation, we have x2 ≤ (120 - x1)/4.
Plot the line with x2 = (120 - x1)/4.
The feasible region is the shaded area where all the inequalities are satisfied.
yaml
Copy code
|
|
| x2 ≤ (120 - x1)/4
|
---------|------------------
|
| x1 ≤ 40
|
|
| x2 ≤ 25
|
Next, we need to find the corner points of the feasible region, as these are the only points where the objective function can attain its maximum value.
From the graph, we can identify the corner points as (0, 0), (0, 25), (40, 0), and the intersection of x1 = 40 and x2 = (120 - x1)/4, which is (40, 20).
We can now evaluate the objective function Z = 23x1 + 73x2 at each of these corner points:
(0, 0): Z = 23(0) + 73(0) = 0
(0, 25): Z = 23(0) + 73(25) = 1825
(40, 0): Z = 23(40) + 73(0) = 920
(40, 20): Z = 23(40) + 73(20) = 3000
Comparing the values, we find that the maximum value of Z is 3000, which occurs at the point (40, 20).
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if m <1 = 50 degrees what is m<5?
A 50 Degrees
B 40 Degrees
C 35 Degrees
D 25 Degrees
show your work please!!
The measure of angle ∠5 is also 50 degrees. Hence, the correct answer is A. 50 Degrees.
To find the measure of angle ∠5, we need to apply the angle relationships associated with the given information.
If m∠1 = 50 degrees, we can determine the relationship between ∠1 and ∠5 using the following angle relationships:
Alternate Interior Angles: When a transversal intersects two parallel lines, alternate interior angles are congruent.
Since ∠1 and ∠5 are alternate interior angles, we can conclude that m∠1 = m∠5.
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Anyone can help me out would be much appreciated
The length of SV is given as follows:
SV = 15.
How to obtain the length of SV?
The length of SV is obtained applying the tangent-tangent theorem, which states that when two tangents are drawn from the same circle and these two tangents intersect each other, then they have the same length.
The tangent segments for this problem are given as follows:
ST.SV.The length of tangent ST is given as follows:
ST = 15.
Hence the length of tangent SV is given as follows:
SV = 15.
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I need help on this and I can’t figure it out
Answer:
(a) 2.0%
(b) Between 62.0% and 66.0%
Step-by-step explanation:
The explanation is attached below.
Help please!
A drawer contains 12 yellow highlighters and 8 green highlighters. Determine whether the events of selecting a yellow highlighter and then a green highlighter with replacement are independent or dependent. Then identify the indicated probability. Please show all of your work to get full credit!
Answer: The events of selecting a yellow highlighter and then a green highlighter with replacement are independent because the probability of selecting a green highlighter on the second draw is not affected by the result of the first draw. This is because the first highlighter is replaced before the second one is drawn, so the composition of the drawer remains the same for both draws.
The probability of selecting a yellow highlighter on the first draw is:
P(Yellow) = 12 / (12 + 8) = 0.6
The probability of selecting a green highlighter on the second draw is also:
P(Green) = 8 / (12 + 8) = 0.4
The probability of selecting a yellow highlighter on the first draw and then a green highlighter on the second draw is:
P(Yellow and Green) = P(Yellow) x P(Green) = 0.6 x 0.4 = 0.24
Therefore, the probability of selecting a yellow highlighter on the first draw and then a green highlighter on the second draw is 0.24.
Step-by-step explanation: Have a great Day:)
Answer:
To determine whether the events of selecting a yellow highlighter and then a green highlighter with replacement are independent or dependent, we need to compare the probabilities of each event before and after the other event occurs.
The probability of selecting a yellow highlighter before selecting a green highlighter is P(Y) = 12/20 = 0.6. The probability of selecting a green highlighter after selecting a yellow highlighter with replacement is P(G|Y) = 8/20 = 0.4. The probability of selecting a green highlighter before selecting a yellow highlighter is P(G) = 8/20 = 0.4. The probability of selecting a yellow highlighter after selecting a green highlighter with replacement is P(Y|G) = 12/20 = 0.6.
Since P(G|Y) = P(G) and P(Y|G) = P(Y), we can conclude that the events are independent. This means that the outcome of one event does not affect the outcome of the other event.
To identify the indicated probability, we can use the multiplication rule for independent events: P(Y and G) = P(Y) * P(G). Therefore, P(Y and G) = 0.6 * 0.4 = 0.24. This is the probability of selecting a yellow highlighter and then a green highlighter with replacement.
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A man walks 70km. he walk x km at 8km/h and y km at 10km/h. if the man walked at 10km/h for the time he was walking at 8km/h and at 8km/h at the time he was walking for 10km/h, he walks 72km. Find x and y.
Solution
Speed =6km/h
distance =1km
Time =distance/speed=1/6h
Speed =8km/h
Distance =1km
Time =distance/speed=1/8h
Average speed =Totaldistance/totaltimetaken
=1+1+
6
1
+
8
1
=2+
24
4+3
=2+
24
7
=2×
7
24
=
7
48
=6.85km/h
