Answers
1)minus 17.5-14=3.5
2)14+3.5=17.5
3)keep adding 3.5
Related Questions
Emily is 61 years old. Colin is 8 years older than Emily. Dan is 16 years younger than Emily. What is the total of their combined ages?
Answers
pls
show financial calculater steps
what ive done is the bellow, it seems incorrect pls help
FV = 120'000 (40'000 x 4 + 50'000)
N = 108 ( 9 x 12)
I/y = 5
p/y = 12
c/y = 12
cpt pmt
Your son just turned 10 years old. He will need $40,000 at the beginning of each year for 4 years starting on his 19th birthday to attend university. You also wish to gift him $50,000 upon graduation.
Answers
The total accumulated amount needed to support your son's education is approximately $128,019.22.
Let's solve the problem step by step.
⇒ Calculate the future value of the funds needed for four years of university expenses.
PV1 = $40,000 (amount needed each year)
r1 = 5% (annual interest rate)
n1 = 1 (compounded once a year)
t1 = 4 (number of years)
Using the formula for future value (FV = PV × (1 + r/n)^(n × t)), we can calculate the accumulated amount for these four years:
FV1 = $40,000 × (1 + 0.05/1)^(1 × 4)
FV1 = $40,000 × (1.05)^4
FV1 ≈ $46,620.25
⇒ Calculate the future value of the $50,000 gift upon graduation.
PV2 = $50,000 (amount of the gift)
r2 = 5% (annual interest rate)
n2 = 1 (compounded once a year)
t2 = 9 (number of years from your son's 19th birthday to his graduation at age 28)
Using the same formula, we can calculate the accumulated amount for this gift:
FV2 = $50,000 × (1 + 0.05/1)^(1 × 9)
FV2 = $50,000 × (1.05)^9
FV2 ≈ $81,398.97
⇒ Calculate the total accumulated amount by summing up FV1 and FV2.
FV = FV1 + FV2
FV ≈ $46,620.25 + $81,398.97
FV ≈ $128,019.22
Therefore, the total accumulated amount needed to support your son's education is approximately $128,019.22.
Please keep in mind that these calculations assume a constant interest rate of 5% throughout the investment period and do not consider any additional contributions or fluctuations in the interest rate.
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Carlos has 2 blue buttons, 7 white buttons, and 4 yellow buttons in his pocket. All the buttons are the same size and shape. Carlos takes out one button. Which statement is correct? A. He is less likely to take out a yellow button than a white button. B. He is less likely to take out a white button than a blue button. C. He is more likely to take out a blue button than a white button. D. He is more likely to take out a yellow button than a white button.Carlos has 2 blue buttons, 7 white buttons, and 4 yellow buttons in his pocket. All the buttons are the same size and shape. Carlos takes out one button. Which statement is correct? A. He is less likely to take out a yellow button than a white button. B. He is less likely to take out a white button than a blue button. C. He is more likely to take out a blue button than a white button. D. He is more likely to take out a yellow button than a white button.
Answers
The Probability of getting one button from Carlos's pocket would depend on the number of blue, white, and yellow buttons in his pocket.The correct statement is D. He is more likely to take out a yellow button than a white button.
The probability of getting one button from Carlos's pocket would depend on the number of blue, white, and yellow buttons in his pocket. The probability of each button's selection would depend on the frequency of each button in his pocket. The correct statement, in this case, is D.
He is more likely to take out a yellow button than a white button
.What is probability?Probability is the chance of something occurring. The likelihood of a result is expressed as a fraction, decimal, or percentage. The number of chances something can happen is represented as the denominator. The numerator is the number of times you want something to occur. A probability of 1 means that something will certainly happen. A probability of 0 means that something will not happen.
What is the likelihood of Carlos picking a yellow button?Carlos has a total of 2 + 7 + 4 = 13 buttons. The likelihood of him picking a yellow button is determined by the number of yellow buttons in his pocket divided by the total number of buttons in his pocket. So, the probability of selecting a yellow button is 4/13.
There are 7 white buttons in Carlos' pocket. The probability of him selecting a white button is 7/13. Therefore, the probability of him taking out a yellow button is higher than the probability of him taking out a white button.
Therefore, the correct statement is D. He is more likely to take out a yellow button than a white button.
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The set below only contains which types of numbers?
Answers
Answer:
rational numbers
Step-by-step explanation:
Line JM intersects line GK at point N.
Horizontal line G K intersects vertical line J M at point N, forming a right angle. A line extends from point N to L, down and to the right.
Which statements are true about the figure? Select two options.
AngleGNJ is complementary to AngleJNK.
AngleMNL is complementary to AngleKNL.
AngleMNG is complementary to AngleGNJ.
AngleKNJ is supplementary to AngleMNL.
AngleGNM is supplementary to AngleJNK.
Answers
Answer:
AngleMNL is complementary to AngleKNL.
AngleGNM is supplementary to AngleJNK
Step-by-step explanation:
Ray NL creates two angles in the lower right quadrant. They total 90°, so the two angles formed are complementary. The relation is ...
∠MNL + ∠KNL = ∠MNK = 90°
Hence ∠MNL and ∠KNL are complementary.
__
∠GNM and ∠JNK are both right angles (and also vertical angles). Because their sum is 180°, they can be said to be supplementary.
∠GNM and ∠JNK are supplementary.
Answer:
Choices B and E
Step-by-step explanation:
because that's what heroes do
(answer on edge2020)
If 5x+3=10x-17, what is the value of x
Answers
Answer:
4 = x
Step-by-step explanation:
5x+3=10x-17
take away 5x from both sides
3 = 5x - 17
add 17 to both sides
20 = 5x
divide both sides by 5 to get x by itself
4 = x
Answer:
x = 4
Step-by-step explanation:
Step 1: Write equation
5x + 3 = 10x - 17
Step 2: Solve for x
Subtract 5x on both sides: 3 = 5x - 17Add 17 to both sides: 20 = 5xDivide both sides by 5: x = 4Step 3: Check
Plug in x to verify it's a solution.
5(4) + 3 = 10(4) - 17
20 + 3 = 40 - 17
23 = 23
3. Amanda threw her Algebra book off a 4-story
building at the end of the school year. The
equation h = -16t2 + 24t + 40 gives the height
of the book after t seconds.
0
At what time will her book hit the ground?
Answers
Given statement solution is :-Time cannot be negative in this context, we discard the solution t = -1, the book will hit the ground after approximately 2.5 seconds.
To find the time when the book hits the ground, we need to determine when the height (h) becomes zero. We can set up the equation and solve for t.
The equation given is:
h = -[tex]16t^2 + 24t + 40[/tex]
Setting h = 0, we have:
0 = [tex]-16t^2 + 24t + 40[/tex]
Now we can solve this quadratic equation. There are a few methods to solve quadratic equations, such as factoring, completing the square, or using the quadratic formula. In this case, we'll use the quadratic formula:
t = [tex](-b ± √(b^2 - 4ac)) / (2a)[/tex]
For our equation, a = -16, b = 24, and c = 40. Plugging these values into the quadratic formula, we get:
t = [tex](-24 ± √(24^2 - 4*(-16)40)) / (2(-16))[/tex]
t = [tex](-24 ± √(576 + 2560)) / (-32)[/tex]
t = (-24 ± √3136) / (-32)
t = (-24 ± 56) / (-32)
Now we have two possible solutions:
t = (-24 + 56) / (-32) = 32 / (-32) = -1
t = (-24 - 56) / (-32) = -80 / (-32) = 2.5
Since time cannot be negative in this context, we discard the solution t = -1. Therefore, the book will hit the ground after approximately 2.5 seconds.
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Solve for x: −2x + 5 < 7 (1 point)
Group of answer choices
x > −1
x < −1
x > −6
x < −6
Answers
Answer:
[tex]\boxed {x > -1}[/tex]
Step-by-step explanation:
Solve the following inequality:
[tex]-2x + 5 < 7[/tex]
-Subtract [tex]5[/tex] to both sides:
[tex]-2x + 5 - 5 < 7 - 5[/tex]
[tex]-2x < 2[/tex]
-When you are dividing an integer by a negative integer, the inequality sign changes. So, you divide both sides by [tex]-2[/tex]:
[tex]\frac{-2x}{-2} < \frac{2}{-2}[/tex]
[tex]\boxed {x > -1}[/tex]
the graph shows the savings of rachel and sam. What does the slope of each line represent?
Answers
Answer:
Can u please add the line add a image
Anual growth rate: 20% for 2 years
Divident growth decrease to 8% for the next 2 years and 4% thereattter.
Current dive dents = $2 Required rate of return = 15% Q. What is the value at one share today a) $ 26,37 b) $ 18,39 c) $ 40, 86
d) $ 31,73
Answers
The value of one share today is $18.39.
Annual growth rate for two years is 20% i.e. g = 20% Dividend growth decreases to 8% for the next two years i.e. g1 = 8% and it is 4% thereafter i.e. g2 = 4%Current dividend = $2.
Required rate of return = 15%To calculate the value of one share, we need to use the Gordon Growth Model.D1 = D0 (1+g) Where,D0 = Current dividendg = Annual growth rateD1 = Dividend after one yearD1 = 2(1+20%) = $2.4 (Dividend growth rate of 20%).
For the next year, i.e., year 2, the dividend growth rate will be 20%.D2 = D1 (1+g)D2 = 2.4(1+20%) = $2.88Using the Gordon Growth Model,V0 = (D1) / (k-g)Where,k = Required rate of returng = Growth rateV0 = (2.88) / (15%-20%) = -$57.60
This value is not acceptable, since it is negative. This happened because the growth rate is greater than the required rate of return.
This means the growth rate is unsustainable.In order to solve this issue, we need to use the dividend growth model, where different growth rates can be used for different time periods.
Gordon Growth Model is used to calculate the intrinsic value of a stock based on a future series of dividends that grow at a constant rate.
The value of a share today is calculated based on the future dividends, so it is important to project the future dividends and discount them back to the present value.
So, we will use the dividend growth model for three years and then apply Gordon Growth Model.Value of Dividend at the end of Year 3,D3 = D2 (1+g2)D3 = 2.88 (1+4%) = $2.9984 (8% for two years and 4% for 3rd year).
Value of Dividend at the end of Year 2,D2 = D1 (1+g1)D2 = 2.4 (1+8%) = $2.592 (20% for two years)Value of Dividend at the end of Year 1,D1 = D0 (1+g)D1 = 2 (1+20%) = $2.4 (20% for first year).
Now we can apply the Gordon Growth Model,V3 = D4 / (k-g2)V3 = 2.9984 / (15%-4%) = $26.88Now we need to discount it to the present value,V0 = V3 / (1+k)^nWhere,n = number of yearsV0 = 26.88 / (1+15%)^3V0 = $18.39Hence, the value of one share today is $18.39.
Therefore, the correct option is b) $18.39.
In this question, we are required to calculate the value of one share today with given data.
To calculate the value of one share, we need to use the Gordon Growth Model, which is used to calculate the intrinsic value of a stock based on a future series of dividends that grow at a constant rate.
The annual growth rate for two years is 20% i.e. g = 20%. Dividend growth decreases to 8% for the next two years i.e. g1 = 8% and it is 4% thereafter i.e. g2 = 4%. The current dividend is $2 and the required rate of return is 15%.We first calculated the dividend for year 1, which is $2.4. Using this, we calculated the dividend for year 2, which is $2.88. But, the value of share calculated using the Gordon Growth Model was negative.
This happened because the growth rate was greater than the required rate of return. This means the growth rate was unsustainable.
To solve this, we used the dividend growth model, where different growth rates can be used for different time periods. Using this model, we calculated the value of dividend at the end of year 3, year 2, and year 1.
The value of dividend at the end of year 3 was $2.9984.Using this value, we applied the Gordon Growth Model to calculate the intrinsic value of a share, which is $26.88.
To calculate the present value of this share, we discounted it to the present value using the formula V0 = V3 / (1+k)^n, where n is the number of years.
On substituting the values, we got the value of one share today, which is $18.39. Hence, the correct option is b) $18.39.
Hence, the value of one share today is $18.39.
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Solve 7 + x - 15 = -22/3
Answers
Answer:
x = ⅔
Step-by-step explanation: 1. Subtract the numbers = 7 + x-15 = -22/3, -8 + x = -22/3. 2. Add the same term to both sides of the equation = -8 + x = - 22/3, -8 + x + 8 = - 22/3 + 8. 3. Simplify = Add the numbers, Add the numbers again, and x = 2/3
What makes composing functions different from doing an arithmetic operation of two functions such as adding or dividing them? (please help!)
Answers
The resulting function may also have a different domain and Range than the original functions.
Composing functions is different from doing an arithmetic operation of two functions such as adding or dividing them in several ways.
First, it's worth noting that both operations involve working with functions, but in different ways. Composing FunctionsIn mathematics, a function composition refers to applying one function to the result of another function. This is usually written as follows:(f∘g)(x) = f(g(x))
Here, (f∘g) is the composite function of f and g. This means that the output of the function g is used as input for the function f to obtain the final result.
The order of the composition matters in the sense that the function g is applied first followed by the function f. Composing functions is different from arithmetic operations of two functions because it produces a new function, not a value. Additionally, the domain and range of the resulting composite function depend on the domains and ranges of the original functions. In other words, the composition of two functions is only possible if the domain of the second function is the same as the range of the first function.
Arithmetic Operations of Two Functions When two functions are added, subtracted, multiplied, or divided, the result is a new function that can be evaluated for a given value. For example, if f(x) = x^2 and g(x) = x, then f + g = x^2 + x, which is a new function. To evaluate this function, one needs to plug in a value for x.
Arithmetic operations of two functions are different from composing functions in that they don't produce a new function; instead, they produce a value.
Additionally, arithmetic operations can be performed between functions with different domains and ranges, unlike function composition.
The resulting function may also have a different domain and range than the original functions.
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What are the domain and range of this relation? {(3, -9), (11,21), (121,34), (34,1), (23,45)}
Answers
Answer:
domain = ( 3, 11, 121, 34, 23)
range = ( 21, 34, 1, 23)
All the freshmen in STEM majors at the college will go on a field trip to the science museum. Counting all students and faculties, there will be 169 people. Each bus holds 33 people. How many busses will they need?
Answers
Answer: 6
Step-by-step explanation: 169/33=5.12121212121 so on. However, you still need a bus for the desimal people so you have to add another bus
2-1 Absolute Value Equations Do the equations |2x + 1| = |3x + 4| and |2x + 1| = 3x + 4 have the same solutions? Explain. A. Yes; squaring both sides of each equation shows that the equations are equivalent. B. Yes; because 3 and 4 are positive numbers, |3x + 4| = 3x + 4. C. No; removing the absolute value symbols from one side of the equation always changes the answer. D. No; one of the solutions of the first equation is an extraneous solution for the second equation.
Answers
Answer:
C. No; removing the absolute value symbols from one side of the equation always changes the answer
Step-by-step explanation:
Both equations are not equal because removing absolute from one sides of the equation changes the answer. You must understand that absolute value of a function can return both positive and negative values. To ascertain this fact, let us solve both equation for x.
For the equation:
|2x + 1| = |3x + 4|
Let's work with the negative values of the absolute function.
-(2x+1) = -(3x+4)
2x+1 = 3x+4
2x-3x = 4-1
-x = 3
x = -3
For the equation |2x + 1| = 3x + 4:
-(2x+1) = 3x+4 (Note that we didn't negate 3x+4 due to the absence of a modulus sign.
Open the parenthesis
-2x-1 = 3x+4
-2x-3x = 4+1
-5x = 5
x = 5/-5
x = -1
We can see that the values of x for both expressions are not the same when considering the negative value of the modulus functions. Hence, removing the absolute value symbols from one side of the equation always changes the answer.
is (0,3) a solution to the equation y = x + 3?
Answers
y=x+3
if x=0,
y=0+3
y=3
therefore (0,3) is a solution
X=0
Y=3
3=0+3
3=3
find out the matrices
Q. 1) (10 p.) Write out the matrices: (a) [a]3x4 in which a = 2i + j - 1. (b) [84x5 2) (10. where & is the kronecker delta and 8₁ = > (1, when i = j (0, when j #i (1 ≤ i ≤ 4)
Answers
The matrix [a]3x4 is generated with elements calculated using the equation a = 2i + j - 1, where i and j represent the row and column indices respectively. The resulting matrix has 3 rows and 4 columns.
To construct the matrix [a]3x4, we need to evaluate the expression a = 2i + j - 1 for each element of the matrix. Here, i represents the row index (ranging from 1 to 3) and j represents the column index (ranging from 1 to 4).
Let's calculate the elements of the matrix:
- For the element in the first row and first column (i = 1, j = 1), we substitute the values into the equation: a = 2(1) + 1 - 1 = 2 + 1 - 1 = 2.
- Similarly, we can calculate the other elements:
- Second row, first column (i = 2, j = 1): a = 2(2) + 1 - 1 = 4 + 1 - 1 = 4.
- Third row, first column (i = 3, j = 1): a = 2(3) + 1 - 1 = 6 + 1 - 1 = 6.
- Continuing this pattern, we can calculate the remaining elements of the first column.
By applying the same process to the remaining elements, we can generate the complete matrix [a]3x4. The resulting matrix will have 3 rows and 4 columns, with each element determined by the equation a = 2i + j - 1, where i represents the row index and j represents the column index.
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Market value of bond : $7000
Por volue of bond : $10000
Time to maturity : 8 year Market rate : 15% ( semi annualy )
Q. What is the coupon payment to be every 6 month
Answers
The coupon payment to be paid every 6 months is $375.
The market value of a bond, the par value of a bond, the time to maturity of a bond, and the market rate of interest on a bond are all crucial aspects in determining the coupon payment of a bond.
As a result, to determine the coupon payment, we must first comprehend the terms and then perform calculations.M
The given details are as follows:Market value of bond (MV) = $7000Par value of bond (PV) = $10000Time to maturity (t) = 8 yearsMarket rate of interest (r) = 15% (semi-annually).
To begin, we must determine the amount of interest that will be paid on the bond over the course of a year. Because the market rate is a semi-annual rate, we must first divide it by two, which results in a semi-annual rate of 7.5%.
As a result, the semi-annual interest payment will be calculated using the following formula: Semi-annual interest payment = (Par value of bond × semi-annual interest rate) ÷ 2.
Plugging in the values, we have:Semi-annual interest payment = ($10000 × 7.5%) ÷ 2= ($10000 × 0.075) ÷ 2= $375.
Because interest is paid twice a year (semi-annually), we can see that each interest payment is $375. As a result, the coupon payment every six months would be $375.
Thus, the coupon payment to be paid every 6 months is $375.
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This summer, Nora spent 8 days visiting her aunt and 2 weeks visiting her grandmother. In all, how many days did she spend visiting?
Answers
Answer:
22
Step-by-step explanation:
1 week = 7 days
2 weeks= 14 days
14+8=22
Find the value of X for which d is parallel to m.
Answers
Answer:
x = 58
Step-by-step
d is parallel to m => (2x-26) ° and 90 ° are Alternate interior angles
2x - 26 = 90
2x = 90 + 26
2x = 116
x = 58
.In the July 2007 issue, Consumer Reports examined the calorie content of two kinds of hot dogs: meat (usually containing a mixture of pork, turkey, and chicken) and all beef. The researchers purchased samples of several different brands. The mean hot dogs averaged 111.7 calories compared to 135.4 for the beef hot dogs. A test of the null hypothesis that there’s no difference in mean calorie content yields a P-value of 0.124.
a) Would a 95% confidence interval for ?_meat-?_beef include 0? Explain
.
The report also listed the fat content (in grams) for samples of beef and meat hot dogs. The resulting 90% confidence interval for ?_meat-?_beef is (-6.5, -1.4)
b) The endpoints of this confidence interval are negative numbers. What does that indicate?
c) What does the fact that the confidence interval does not contain 0 indicate?
d) If we use this confidence interval to test the hypothesis that ?_meat-?_beef=0, what is the corresponding alpha level?
Answers
a) If the interval spanned from a negative value to a positive value that includes 0. b) Indicates that the average fat content of meat hot dogs is expected to be lower than the average fat content of beef hot dogs.c) there is a statistically significant difference in the mean fat content between meat hot dogs and beef hot dogs. d) alpha level is 0.10 or 10%
a) A 95% confidence interval for ?_meat-?_beef would include 0 if the interval spanned from a negative value to a positive value that includes 0. However, since we don't have the actual confidence interval values in this question, we cannot determine if 0 is included. The given information only mentions the P-value for a hypothesis test, not the specific confidence interval.
b) The fact that the endpoints of the confidence interval (-6.5, -1.4) are negative numbers indicates that the average fat content of meat hot dogs is expected to be lower than the average fat content of beef hot dogs.
c) The fact that the confidence interval (-6.5, -1.4) does not contain 0 indicates that there is a statistically significant difference in the mean fat content between meat hot dogs and beef hot dogs. The interval suggests that, on average, meat hot dogs have a lower fat content than beef hot dogs.
d) The corresponding alpha level for testing the hypothesis that ?_meat-?_beef = 0 using a 90% confidence interval is 0.10 or 10%. This is because the confidence level is 90%, which leaves a 10% chance of making a Type I error (rejecting the null hypothesis when it is true).
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You are interested in returns to college education. You decide to use log (wage) as the dependent variable, and the main variable of interest is college education (a dummy variable, taking value 1 if an individual is college graduate, and 0, otherwise). (a) Suppose education and experience are important determinants of wage and you decide to add them in the regression. Propose a regression equation to examine the return to college education. Name variables as you wish. Be careful with notation in your answer; that is, be clear with whether you use the population regession function or the sample regression function (or fitted line) (b) Suppose you want to test whether graduates from top 10 universities fare better in the labor market. Propose a regression equation that allows a wage gap between top-10 University graduates (Group 1) and non-top-10 University graduates (Group 2). Define relevant variable(s). Write down the null and alternative hypotheses to test whether the mean log wages differ between the two groups. (c) Propose a regression equation that allows the return to college education to vary with experience. Write down the null and alternative hypotheses to test whether the return to college education vary with experience. (d) Propose a regression equation that allows the return to college education to vary with which university you graduate from (that is, whether one belongs to Group 1 or Group 2). Write down the null and alternative hypotheses to test whether the return to college education differ between the two groups.
Answers
a) Let’s assume the regression equation as follows: log(wage)i = β0 + β1College_edui + β2Experiencei + β3Experiencei^2 + ui
Where:• i is the index of individuals• College_edui is a dummy variable, taking value 1 if an individual is a college graduate, and 0, otherwise•
Experience i is the experience of i th individual• Experiencei^2 captures the squared effect of experience (i.e. the non-linear effect of experience on wage).
b) Let’s denote the variable Top10i to take value 1 if ith individual is graduated from a top 10 university, and 0 otherwise. Then, the regression equation becomes:
log(wage)i = β0 + β1College_edui + β2Top10i + β3(College_edui x Top10i) + ui
Here,β3 is the wage gap between top 10 university graduates (Group 1) and non-top 10 university graduates (Group 2).The null hypothesis (H0): β3 = 0.The alternative hypothesis (H1): β3 ≠ 0.
c) Let the regression equation be:
log(wage)i = β0 + β1College_edui + β2Experiencei + β3Experiencei^2 + β4(College_edui x Experiencei) + ui.
The null hypothesis (H0): β4 = 0 (i.e. the return to college education does not vary with experience).The alternative hypothesis (H1): β4 ≠ 0 (i.e. the return to college education varies with experience).
d) The regression equation allowing the return to college education to vary with which university you graduate from is:
log(wage)i = β0 + β1College_edui + β2Top10i + β3(College_edui x Top10i) + ui.
Here, β3 is the wage gap between the two groups (top 10 universities and non-top 10 universities).
The null hypothesis (H0): β3 = 0 (i.e. the return to college education does not differ between the two groups).
The alternative hypothesis (H1): β3 ≠ 0 (i.e. the return to college education differs between the two groups).
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a basketball player makes 60% of his free throws. we set him on the free throw line and asked him to shoot free throws until he misses. let the random variable x be the number of free throws taken by the player until he misses. assuming that his shots are independent, find the probability that he will miss the shot on his 6th throw.
Answers
The probability that the basketball player will miss the shot on his 6th throw is approximately 0.0311 or 3.11%.
To find the probability that the basketball player will miss the shot on his 6th throw, we need to consider the probability of making a shot and missing a shot.
Given that the player makes 60% of his free throws, the probability of making a shot is 0.6, and the probability of missing a shot is 1 - 0.6 = 0.4.
Since each shot is assumed to be independent, the probability of missing the shot on the 6th throw is equal to the probability of making five shots followed by missing the sixth shot.
The probability of making five shots in a row is (0.6)^5 = 0.07776, as each shot has a 60% chance of being made.
Therefore, the probability of missing the 6th shot is 0.4 multiplied by the probability of making the previous five shots:
P(miss on 6th throw) = 0.4 × 0.07776 = 0.031104.
Hence, the probability that the basketball player will miss the shot on his 6th throw is approximately 0.0311 or 3.11%.
It's important to note that this probability assumes that the player's shooting percentage of 60% remains constant throughout the process and that each shot is independent of the others. In reality, a player's shooting percentage can vary, and the independence assumption may not always hold due to factors like fatigue or pressure.
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the prodoct of 4 and number plus 17 is 5
Answers
Answer:
-3
Step-by-step explanation:
The product (the result of a multiplication) of 4 and a number. Let x be the unknown number:
4 · x = 4x
Plus 17:
4x + 17
Is 5:
4x + 17 = 5
Solve:
4x = 5 - 17
4x = -12
x = -12 ÷ 4
x = -3
Answer:
Let the unknown number be x,
4x + 17 = 5
=> 4x = 5 - 17
=> 4x = -12
=> x = -12 / 4
=> x = -3
To cross check,
4 * (-3) + 17 = 5
-12 + 17 = 5
5 = 5
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determine which function has the greater rate of change in problems 1−3
1.
x y
-------
-1 0
0 1
1 2
2 3
(1 point)
The rates of change are equal.
The graph has a greater rate of change
The table has a greater rate of change.
none of the above
2. y = 2x + 7
The slopes are equal.
The graph has a greater slope.
The equation has a greater slope.
none of the abov
3. As x increases by 1, y increases by 3
The slopes are equal.
The graph has a greater slope.
The function rule has a greater slope.
none of the above
Answers
The table has a greater rate of change.
The rates of change are equal.
In the given problem, we have a table showing the relationship between x and y values. By comparing the change in y with the change in x, we can determine the rate of change. Looking at the table, we observe that for every increase of 1 in x, there is a corresponding increase of 1 in y. Therefore, the rate of change for this table is 1.
The slopes are equal.
The equation has a greater slope.
In problem 2, we are given a linear equation in the form y = mx + b, where m represents the slope. The given equation is y = 2x + 7, which means the slope is 2. To compare the rates of change, we compare the slopes. If the slopes are equal, the rates of change are equal. In this case, the slopes are equal to 2, so the rates of change are the same.
The function rule has a greater slope.
The slopes are equal.
In problem 3, we are told that as x increases by 1, y increases by 3. This information gives us the rate of change between x and y. The slope of a function represents the rate of change, and in this case, the slope is 3. Comparing the slopes, we find that they are equal, as both have a value of 3. Therefore, the rates of change are the same.
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If a =3 and b= -1, what is the value of ab-b to the second power?
Answers
Answer: -16
----------------------
round 1021.857923 to 3 significant figures
Answers
Answer:
Step-by-step explanation:
102
Based on the data in the table, which statement best
describes whether there is evidence to support that
the puzzle is easier to solve for one gender than the
other?
OA. There is no evidence to prove that the puzzle
was easier for either gender because the
number of boys is not the same as the number
of girls.
B. There is evidence that the puzzle is easier for
the boys because 10 boys took less than 2
minutes as compared with 8 girls.
OC. There is no evidence to prove that the puzzle
was easier for either gender because equal
percentages of boys and girls took less than
and more than 2 minutes.
OD. There is evidence that the puzzle is easier for
the girls because only 4 girls took more than 2
minutes as compared with 5 boys.
Answers
According to the information we can infer that the correct statement is that there is evidence that the is easier for the boys because 10 bpoys took less than 2 minutes as copared with 8 girls.
How to interpret the information in the graph?To interpret the information in the graph we must take into account the data shown there. In this case, they show us that 10 children take less than 2 minutes to assemble the puzzle, while 5 take more than 2 minutes.
On the other hand, 8 girls take less than 2 minutes while 4 take more than 2 minutes to put it together. According to the above we can conclude that there is evidence that the puzzle is easier for the boys because 10 bpoys took less than 2 minutes as copared with 8 girls.
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Evaluate
5/9
×
18/25
Give your answer in its simplest form.
Answers
Answer:
It would be 2/5.
i need help!! (its due by june 12th!)
Answers
The measure of the angles and arc are:
1). arc CF = 98°
2). angle T = 60°
3). arc RS = 78°
4). arc AB = 116°
5). angle M = 68°
8). x = 11
9). x = 2
10). x = 11
What is angle subtended by an arcThe angle subtended by an arc of a circle at it's center is twice the angle it substends anywhere on the circles circumference.
1). arc FG = 2(63) = 126
arc EF = 360 - (126 + 136)
arc EF = 98°
2). angle R = 90/2
angle R = 45°
angle T = 180 - (45 + 75) {sum of interior angles of a triangle}
angle T = 60°
3). angle Q = 180 - (61 + 80) {sum of interior angles of a triangle}
angle Q = 39°
arc RS = 2(39)
arc RS = 78°
4). arc ABC = 2(73) = 146°
arc AB = 146 - 60 = 86°
arc VAB = 2(101) = 202°
arc AV = 202 - 86
arc AV = 116°
5). arc KL = 360 - (88 + 136)
arc KL = 136
angle M = 136/2
angle M = 68°
8). angle B = 84/2 = 42
5x - 7 + 42 = 90° {right triangle formed by diameter}
x = 55/5 = 11
9). 2(50x) = 38x + 61x + 2
100x = 99x + 2 {collect like terms}
x = 2
10). 10x - 11 = 8x + 11 {angles in same segment}
10x - 8x = 11 + 11
2x = 22
x = 11
Therefore, the measure of the angles and arc are:
1). arc CF = 98°
2). angle T = 60°
3). arc RS = 78°
4). arc AB = 116°
5). angle M = 68°
8). x = 11
9). x = 2
10). x = 11
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