The value of such that the matrix is the augmented matrix of a linear system with The system has an infinite number of solutions if $k=-1$.
To find out the value of $k$ that results in the matrix being the augmented matrix of a linear system with infinitely many solutions, you need to reduce the matrix to row echelon form and check the conditions. If you get a row of all zeroes but the last entry in that row is not zero, then there is no solution. If you get a row of all zeroes including the last entry in that row, then there are infinitely many solutions. Therefore, the value of $k$ that leads to the augmented matrix of a linear system with infinitely many solutions is $k=-1$.
A system of linear equations has an infinite number of solutions if and only if its augmented matrix, after being transformed to row-echelon form, has at least one free variable column.
The matrix in question is given as:
[tex]$$\begin{bmatrix}2 & -2 & 4 \\ -3 & 3 & -6 \\ 1 & -1 & k\end{bmatrix}$$[/tex]
To find the value of $k$, we need to convert it to a row-echelon form.
[tex]$$ \begin{bmatrix}2 & -2 & 4 \\ -3 & 3 & -6 \\ 1 & -1 & k\end{bmatrix} \overset{R2\rightarrow R2+\frac{3}{2}R1}{\longrightarrow} \begin{bmatrix}2 & -2 & 4 \\ 0 & 0 & 0 \\ 1 & -1 & k\end{bmatrix} $$[/tex]
Notice that the second row of the matrix is all zeros, so the system either has no solution or has an infinite number of solutions. Therefore, we need to determine the value of $k$ to figure out which of the two cases apply. Since the third row is independent, we can choose to work with it only.
[tex]$$1a - 1b = c \rightarrow c = a - b$$[/tex]
We can also write it as a linear combination of $a$ and $b$:
[tex]$$\begin{aligned} c &= a - b \\ &= a(1) + b(-1) \end{aligned}$$[/tex]
Therefore, it follows that if $k$ equals -1, we can rewrite the last row as a linear combination of the first two rows.
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Which of the following functions decreases as the input values approach both
negative infinity and positive infinity?
(1) f(x)=x^3 - 4x² + x
(2) g(x) = -2x^3 - 4x² +9
(3) h(x)=x^4 - 4x³ +2x+8
(4) r(x) = -x^4 +9x³ + x² +8x+2
In perspective of this, the function that degrades as input values go closer to both negative and positive infinity is [tex]g(x) = -2x^3 - 4x^2 +9[/tex] and the appropriate response is (2).
Function in mathematics?Functions are the central idea of calculus in mathematics. The functions are special types of relations. A function seems to be a rule that generates a unique outcome one per input x in mathematical. A mapping as well as transformation in mathematics represents a function.
(1) [tex]f(x) = x^3 - 4x^2 + x[/tex]
x3 and -4x2 become extremely big negative numbers as x approaches negative infinity, and x becomes a very large negative number. As a result, f(x) approaches infinity. [tex]x^3[/tex] and [tex]-4x^{2}[/tex] become extremely big positive values as x approaches positive infinity, and x becomes a very large positive number. As a result, f(x) approaches infinity. As a result, f(x) does not decrease when the input values approach negative and positive infinity.
(2) [tex]g(x) = -2x^3 - 4x^2 +9[/tex]
When x approaches negative infinity, the negative integers -2x3 and [tex]-4x^{2}[/tex] grow very big, and 9 becomes negligible. As a result, g(x) approaches infinity. When x approaches positive infinity, the negative integers -[tex]2x^3[/tex] and [tex]-4x^{2}[/tex] grow very big, and 9 becomes negligible. As a result, g(x) approaches infinity. As a result, g(x) diminishes as the input values approach negative and positive infinity.
(3) [tex]h(x) = x^4 - 4x^3 + 2x + 8[/tex]
When x approaches negative infinity, the negative integers [tex]x^4[/tex] and [tex]-4x^3[/tex] grow very big, whereas 2x and 8 become unimportant. As a result, h(x) approaches infinity. When x approaches positive infinity, the positive integers [tex]x^4[/tex] and [tex]-4x^3[/tex] grow very big, whereas 2x and 8 become unimportant. As a result, h(x) approaches infinity. As a result, h(x) does not decrease when the input values approach negative and positive infinity.
(4) [tex]r(x) = -x^4 + 9x^3 + x^2 + 8x + 2[/tex]
When x approaches negative infinity, the negative numbers [tex]x^4[/tex] and [tex]9x^3[/tex] grow quite big, whereas [tex]x^2[/tex], 8x, and 2 become unimportant. As a result, r(x) approaches infinity. When x approaches positive infinity, the negative integers [tex]-x^{4}[/tex] and [tex]9x^{3}[/tex] grow quite big, whereas [tex]x^2[/tex], 8x, and 2 become unimportant. As a result, r(x) approaches infinity. As a result, r(x) diminishes as the input values approach negative and positive infinity.
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Solve for x and y
Show work
The values of x and y in the cyclic quadrilateral are 107 degrees and 75 degrees
Calculating the values of x and yFrom the question, we have the cyclic quadrilateral
In a cyclic quadrilateral, opposite angles are supplementary, meaning they add up to 180 degrees. This property is known as the "Opposite Angles Theorem."
For example, angles A and C are opposite angles, and they are both subtended by diameter BD.
Similarly, angles B and D are opposite angles, and they are both subtended by diameter AC.
Therefore, we can state that in a cyclic quadrilateral, the sum of opposite angles is 180 degrees
So, we have
x = 180 - 73 = 107
y = 180 - 105 = 75
Hence, the value of x is 107 degrees
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A plumber charges $50 to make a house call. He also charges $25.00 per hour for labor. What is the slope in this
situation?
[tex]\text{t = total}[/tex]
[tex]\text{equation:} \ t = 25x + 50[/tex]
[tex]m=25[/tex]
[tex]\text{The slope is} \ \bold{25}[/tex]
Given right triangle ABC with altitude BD drawn to hypotenuse
AC. If BD = 18 and DC = 6, what is the length of AC?
The length of AC is approximately 29.4 units.
We can use the Pythagorean theorem and the fact that the two triangles ABD and CBD are similar to solve for the length of AC:
Let's denote the length of AB as a and the length of BC as b.
From triangle ABD, we have:
a^2 + 18^2 = c^2 (where c is the length of AC)
From triangle CBD, we have:
b^2 + 6^2 = c^2
Since the two triangles ABD and CBD are similar, we have:
a/b = 18/6 (because the altitude BD divides the hypotenuse AC into segments with lengths of 18 and 6, respectively)
Simplifying, we get:
a/b = 3
a = 3b
When we enter this into the initial equation, we obtain:
(3b)^2 + 18^2 = c^2
9b^2 + 324 = c^2
Substituting this into the second equation, we get:
b^2 + 6^2 = 9b^2/4 + 81
Simplifying, we get:
3b^2/4 = 45
b^2 = 60
Substituting this back into the equation for c^2, we get:
9(60) + 324 =c^2
c^2 = 864
Taking the square root of both sides, we get:
c ≈ 29.4
Therefore, the length of AC is approximately 29.4 units
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what is 16 to 1 decimal place
Answer:
What is 16.00 to 1 decimal place?" is the same as asking, "What is 16.00 rounded to one decimal point?" or "How to round 16.00 to one decimal place."
The main point (pun intended), is that you want to round 16.00 to one digit or place after the decimal point. Thus, we want to eliminate the last digit in 16.00. To eliminate the last digit, we use the following One Decimal Place rules to get the answer:
One Decimal Place Rule #1: If the last digit in 16.00 is less than 5, then remove the last digit.
One Decimal Place Rule #2: If the last digit in 16.00 is 5 or more and the second to the last digit in 16.00 is less than 9, then remove the last digit and add 1 to the second to the last digit.
One Decimal Place Rule #3: If the last digit in 16.00 is 5 or more and the second to the last digit in 16.00 is 9, then remove the last digit, make the second to last digit 0, and add 1 to the number to the left of the decimal place.
When rounding 16.00 to one decimal place we use One Decimal Place Rule #1. Therefore, the answer to "What is 16.00 rounded to 1 decimal place?" is:
Find the 8th term of the following sequence. Round to the nearest thousandth if necessary.
216, 36, 6
Answer: is it an A.P or G.P
twenty percent of the students in a class of 400 are planning to go to graduate school. the standard deviation of this binomial distribution is group of answer choices 64. 20. 8. 40.
Twenty percent of the students in a class of 400 are planning to go to graduate school. The standard deviation of this binomial distribution is 8.
What is binomial distribution?The binomial distribution is a type of probability distribution that computes the probability of a given number of successes in a fixed number of independent tests with two possible results: success and failure. Furthermore, the following are the features of the binomial distribution:
The trial is identical, with two possible outcomes: success and failure.
The probability of success (p) and failure (q = 1 - p) remains constant throughout the trials.
All trials are independent of one another.
The formula for a standard deviation for binomial distribution is given by:
[tex]$\sqrt{npq}$$[/tex]
Where n is the sample size, p is the probability of success, and q is the probability of failure.
Therefore, given that the percentage of students planning to go to graduate school is 20%, the probability of success (p) is 0.2, and the probability of failure (q) is 0.8. The sample size (n) is 400.
Thus, the standard deviation can be calculated as follows:
[tex]$$\sqrt{npq} = \sqrt{400\times 0.2\times 0.8} \approx 8$$[/tex]
Therefore, the standard deviation of this binomial distribution is 8.
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6. Keela was making a flag of Ireland for St. Patrick's Day. She knew that the flag was exactly twice
as long as it was tall and that there were three equally sized vertical bars in green, white and orange
(from left to right). She used 9" x 12" construction paper to make her flag. The width of the green
bar was exactly two short sides of the construction paper across minus a overlap. What were the
dimensions of the final flag and how many pieces of construction paper did it take?
hat only had
The dimensions of the final flag and the number of pieces of construction paper it took would be 9 inches tall and 18 inches long.
Three (3) pieces of 9" x 12" construction paper are needed.
How to find the dimensions of the flagFirst, let's find out the dimensions of the flag. The flag is twice as long as it is tall. If the height of the flag is H, then the length L would be 2H.
Since there are three equally sized vertical bars, the length of the flag would be 3 times the width of the green bar:
L = 3(18 - a)
Now, we know that L = 2H. So,
2H = 3(18 - a)
Given that the construction paper is 9" x 12", we can try to create the flag with the minimum amount of overlap a. Since the height of the flag should be equal to the short side of the construction paper, H = 9 inches.
Now we can plug in the value of H in the equation we derived above:
2(9) = 3(18 - a)
18 = 54 - 3a
3a = 36
a = 12
Now we can calculate the dimensions of the final flag:
H = 9 inches
L = 2H = 2(9) = 18 inches
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d. what symbol from lecture would we use for the mean arsenic level in the sample? what symbol would we use for the proportion of health issues in the sample?
We use the symbol '[tex]\bar{x}[/tex]' to represent the mean arsenic level in the sample, and 'p' to represent the proportion of health issues in the sample.
The mean tells us about the average arsenic level in the sample, while the proportion tells us about the fraction or percentage of individuals in the sample who have health issues.
First, let's talk about the mean arsenic level in the sample. The mean is a measure of central tendency that tells us about the average value of a dataset. In this case, we are interested in finding the average arsenic level in our sample. The symbol we use to represent the mean is '[tex]\bar{x}[/tex]' (pronounced x-bar). So, if we have a sample of n arsenic level readings, we would calculate the mean arsenic level as follows:
[tex]\bar{x}[/tex] = (x₁ + x₂ + x₃ + ... + xₙ) / n
Here, 'xi' represents the ith observation in our sample. By summing up all the observations and dividing by the sample size, we get the mean arsenic level.
Now, let's move on to the proportion of health issues in the sample. Proportion is a statistic that tells us what fraction or percentage of a sample has a certain characteristic.
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please i need a step by step explanation for:
(4x + 5)/5 + (x - 3)/4 = - 1
Answer: -25/21
Step-by-step explanation:
[tex](4x+5)/5 + (x-3)/4 = -1\\= > 4(4x+5) + 5(x-3) = -1*5*4\\= > 16x + 20 + 5x - 15 = -20\\= > 21x + 5 = -20\\= > 21x = -20 - 5\\= > 21x = -25\\= > x = -25/21[/tex]
find the position of median in a data having 9terms
Answer:
Step-by-step explanation:
The median of a data set is the middle number.
The middle number in a data set of 9 will be the 5th number, with 4 on either side.
e.g.
1 2 3 4 5 6 7 8 9
5 is the middle number, as there are four on either side
At a preschool, 16 of the students are four-years-old, 3/8 attend the full-day program. How many of the students at preschool are four-years-old in the program?
Number of students at preschool are four-years-old in the program is 6
If 16 students are four-years-old, then the remaining students must be older than four. Let's call the number of older students "x". Then the total number of students is
16 + x
Now we know that 3/8 fraction of the total students attend the full-day program. So we can set up an equation
3/8 (16 + x) = number of students in full-day program
To solve for the number of four-year-old's in the program, we need to find 3/8 of the number of four-year-old's (16). We can do this by multiplying 16 by 3/8
16 x 3/8 = 6
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Determine which expressions can be simplified further.
Answer:
[tex]{ \colorbox{lightgreen}{can \: be \: simplified}} \\ \dashrightarrow \: { \sf{ \blue{9x + 6x}}} \: \: \: \: \: \\ \hookrightarrow \: { \mathfrak{simplification}} \: \: \: \\ { \sf{ = (9 + 6)x}} \\ { \underline{ \sf{ \: = 15x \: \: \: \: \: \: \: \: \: \: }}} \\ \\ \dashrightarrow \: { \sf{ \blue{4x + x}}} \: \: \\ \hookrightarrow \: { \mathfrak{simplification}} \\ { \sf{ = (4 + 1)x}} \\ { \underline{ \sf{ \: = 5x \: \: \: \: \: \: \: \: \: \: \: \: }}} \\ \\\dashrightarrow \: { \sf{ \blue{y + 2y}}} \\ \hookrightarrow \: { \mathfrak{simplification}} \\ { \sf{ = (1 + 2)y}} \\ { \underline{ \sf{ \: = 3y \: \: \: \: \: \: \: \: \: \: \: \: }}}[/tex]
[tex]{ \colorbox{lightgreen}{cannot \: be \: simplified}} \\ \dashrightarrow \: { \sf{2x + 3y}} \\ \dashrightarrow \: { \sf{7y + 1 \: \: }} \\ \dashrightarrow \: { \sf{4y + 4x}}[/tex]
Find the Area of the figure below, composed of a rectangle and a semicircle. The radius of the circle is shown. Round to the nearest tenths place.
Answer:
Step-by-step explanation:
try 39
Identify and Describe any factors that may influence the collection of data:
A sales representative emails a survey to you. In exchange for your participation, you will have a chance to win a trip for two people to a destination you choose. There is no other information.
Issues with the quality of data, finding appropriate data, determining which data to collect, handling big data and research issues like low response rates are some of the factors that may influence the collection of data.
1) Issues with the quality of data. Raw data often contains errors, inconsistencies, and other problems. Although data collection measures are designed to prevent or minimize these issues, they are not foolproof. Therefore, collected data usually undergoes data profiling to identify problems and data cleansing to correct them.
2) Finding appropriate data. With various systems to navigate, gathering data for analysis can be a complex task for data scientists and other users within an organization. Data curation techniques make it easier to find and access data. For instance, this may involve creating a data catalog and searchable indexes.
3) Determining which data to collect. This is a crucial issue for both upfront collection of raw data and when users collect data for analytics applications. Collecting unnecessary data adds time, cost, and complexity to the process. However, leaving out valuable data can limit a data set's business value and impact analytics results.
4) Handling big data. Big data environments usually involve a mixture of structured, unstructured, and semistructured data in large volumes. This makes the initial data collection and processing stages more complicated. Additionally, data scientists frequently need to filter sets of raw data stored in a data lake for specific analytics applications.
5) Research issues like low response rates. In research studies, a lack of responses or willing participants raises concerns about the validity of the data that is collected. Other research challenges include training people to collect the data and establishing adequate quality assurance procedures to ensure data accuracy.
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Whom does Atticus ask to go with him to tell Helen Robinson about the death of her husband?
Scout
Calpernia
Jem
No one
Atticus asks Calpurnia to go with him to tell Helen Robinson about the death of her husband. Option B is the correct answer.
Helen Robinson was Tom Robinson's widow in To Ki-ll a Mockingbird, a novel by Harper Lee. Despite the fact that she is not a major character in the story, she plays a significant role in the novel's plot. When Bob Ewell accuses Tom Robinson of ra-pe, Atticus Finch is hired to defend him, and Helen Robinson appears in the story.
When Tom Robinson, a black man, was accused of rapi-ng a white woman, Mayella Ewell, he was arrested and imprisoned in the local jail. He was sentenced to death, but he attempted to flee and was subsequently sh-ot and kill-ed by a group of guards. When the news of his death reaches Atticus, he goes to tell Helen Robinson that her husband had died. Atticus, recognizing that it will be difficult for her to receive such news, offers to accompany her and asks Calpurnia to come along with him.
Calpurnia was the Finch family's black housekeeper in the novel To K-ill a Mockingbird. She is one of the few African American characters in the book who has a speaking role, and she serves as a motherly figure to Scout and Jem. Throughout the novel, she serves as a bridge between the white and black communities, and she plays a crucial role in the story's resolution.
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J. 1 Factor out a monomial NMZ Factor out the greatest common factor. Polynomial. 3s^(3)+6s^(2) Submit
The factored form of the polynomial after factoring out the greatest common factor is 3s^(2) (s + 2)
The greatest common factor (GCF) of a polynomial is the largest factor that is common to all the terms in the polynomial. To find the GCF of a polynomial, we need to factor each term into its prime factors, and then identify the factors that appear in all the terms.
To factor out the greatest common factor from the given polynomial, we need to find the largest monomial that divides each term in the polynomial.
The first step is to identify the common factors of the two terms. In this case, both terms have a factor of 3 and a factor of s^2. So, we can factor out 3s^2 from both terms
3s^(3) + 6s^(2) = 3s^(2) (s + 2)
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three shrimp boats supply the shrimp wholesalers on hilton head with fresh catch. the annabelle takes 50% of its catch to hudson's, 20% to captain j's, and 30% to mainstreet. the curly q takes 40% of its catch to hudson's, 40% to captain j's, and 20% to mainstreet. the slojoe takes 30% of its catch to hudson's, 40% to captain j's, and 30% to mainstreet. one week hudson's received 242.7 pounds of shrimp, captain j's received 217 pounds, and mainstreet received 159.3 pounds. how many pounds of shrimp did each boat catch?
Annabelle supplied 121.35 pounds of shrimp, Curly Q supplied 96.9 pounds of shrimp, and Slojoe supplied 72.81 pounds of shrimp.
The three shrimp boats, Annabelle, Curly Q, and Slojoe, collectively supplied 242.7 pounds of shrimp to Hudson's, 217 pounds to Captain J's, and 159.3 pounds to Mainstreet.
Annabelle supplied 50% of its catch to Hudson's, 20% to Captain J's, and 30% to Mainstreet. Therefore, Annabelle supplied: (242.7 x 0.5) = 121.35 pounds of shrimp to Hudson's, (217 x 0.2) = 43.4 pounds of shrimp to Captain J's and (159.3 x 0.3) = 47.79 pounds of shrimp to Mainstreet.
In total, Annabelle supplied = 121.35 + 43.4 + 47.79 = 212.54
Curly Q supplied 40% of its catch to Hudson's, 40% to Captain J's, and 20% to Mainstreet. Therefore, Curly Q supplied (242.7 x 0.4) = 96.9 pounds of shrimp to Hudson's, (217 x 0.4) = 86.8 pounds of shrimp to Captain J's, and (159.3 x 0.2) = 31.86 pounds of shrimp to Mainstreet.
In total, Curly Q supplied = 96.9 + 86.8 + 31.86 = 215.56
Slojoe supplied 30% of its catch to Hudson's, 40% to Captain J's, and 30% to Mainstreet. Therefore, Slojoe supplied (242.7 x 0.3) = 72.81 pounds of shrimp to Hudson's, (217 x 0.4) = 86.8 pounds of shrimp to Captain J's, and (159.3 x 0.3) = 47.79 pounds of shrimp to Mainstreet.
In total, Slojoe supplied = 72.81 + 86.8 + 47.79 = 207.4
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Write each expression as a product.
(a+1)^3+x^3
We can write this expression as a product of two factors:
(a + 1)³ + x³ = (a + x + 1)(a²- a x + x² + x + a + 1)
HOW TO WRITE expression as a product.?
To write an expression as a product means to represent the expression as the multiplication of two or more factors. The process of writing an expression as a product depends on the type of expression and the algebraic techniques that are available.
Here are some general steps that can be followed to write an expression as a product:
Look for common factors: If there are common factors in the expression, they can be factored out using the distributive property. For example, in the expression 3x + 6, we can factor out 3 to get 3(x + 2).
Use algebraic identities: There are many algebraic identities that can be used to factor expressions. For example, the difference of squares identity (a² - b²= (a + b)(a - b)) can be used to factor expressions that are in the form of a difference of squares.
Look for patterns: Sometimes, expressions can be factored by recognizing patterns. For example, the expression x² + 2x + 1 can be factored as (x + 1)²by recognizing that it is a perfect square trinomial.
Use polynomial division: If the expression is a polynomial with higher degree, polynomial division can be used to factor it into linear and quadratic factors.
Use the quadratic formula: If the expression is a quadratic trinomial that cannot be factored easily, the quadratic formula can be used to find the roots of the equation, which can then be used to write the expression as a product of linear factors.
Overall, writing an expression as a product requires a good understanding of algebraic techniques and a lot of practice.
We can use the formula for the sum of cubes to write the expression as a product:
(a + 1) + x³ = (a + 1 + x)(a² - a x + x²) + x³
Expanding the first factor on the right-hand side using the distributive property, we get:
(a + 1 + x)(a²- a x + x²) + x^3 = a³- a² x + a x² + a² + a x + x²+ x³
Collecting like terms, we can write this expression as a product of two factors:
(a + 1)³ + x³ = (a + x + 1)(a²- a x + x² + x + a + 1)
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Which of the contexts below represents exponential growth?
A town's population grows at a rate of 9.2% every year.
A radioactive compound decays at a rate of 25% per hour.
A town's population shrinks at a rate of 3.5% every year.
A music service has a fixed monthly cost and charges $0.25 for each downloaded
song.
Submit Answer
The population of a town increases by 9.2% annually.
What is Exponential growth?Exponential growth is a process where a quantity grows at a constant percentage rate over time. This means that the rate of growth of the quantity itself increases as the quantity becomes larger.
According to question:The context that represents exponential growth is:
The population of a town increases by 9.2% annually.
Exponential growth occurs when a quantity grows at a constant percentage rate over time. In this case, the population of the town is growing at a constant rate of 9.2% per year, which means that the population is increasing exponentially over time.
The other options describe either decay (the radioactive compound decaying at a rate of 25% per hour) or decreasing quantities (the town's population shrinking at a rate of 3.5% every year or the fixed monthly cost of the music service).
For example, let's say that a population of rabbits grows at a rate of 10% per year. If there are initially 100 rabbits, we can use the formula to calculate the population after 5 years:
y = 100 * (1 + 0.10)^5 = 161.05
This means that after 5 years, there will be approximately 161 rabbits, which is a 61% increase from the initial population of 100 rabbits.
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The circumference of a circle is 15.25 feet. What is the diameter when 3.14 is used for pi?
*Round to the nearest hundredths place if needed.*
Answer:
4.85 ft
Step-by-step explanation:
Darcie wants to crochet a minimum of 3 blankets to donate to a homeless shelter. Darcie crochet at a rate of 1/15 of a blanket per day. She has 60 days until she wants to donate the blankets, but she also wants to skip crocheting some day so she can volunteer in other ways. Write and solve an inequality for how many days she can skip and still finish the blankets.
If Darcie wants to crochet a minimum of 3 blankets to donate to a homeless shelter. Darcie can skip up to 15 days and still finish crocheting at least 3 blankets before she wants to donate them to the homeless shelter.
How many days she can skip and still finish the blankets?Let's first calculate how much of a blanket Darcie can crochet in 60 days if she works every day:
1/15 blanket per day * 60 days = 4 blankets
Since Darcie wants to crochet a minimum of 3 blankets, we know that she needs to work for at least 3/4 of 60 days. Let x be the number of days Darcie can skip and still finish the blankets:
(60 - x) * 1/15 >= 3
Simplifying this inequality, we get:
4 - 1/15x >= 3
1/15x <= 1
x <= 15
Therefore, Darcie can skip up to 15 days and still finish crocheting at least 3 blankets before she wants to donate them to the homeless shelter.
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A spinner had five equal sections colored blue,red,orange, yellow and green.The arrow on the spinner was spun 50 times during an experiment. Blue:12 Red:15 Orange:6 Yellow:10 Green:7.
Based on the results, what is the experimental probability that on any one spin,the arrow will land on the red section?
A:1/15 B:1/5 C:3/7 D:3/10
the answer is (D) 3/10. we know that the arrow landed on the red section 15 times out of 50 total spins. So we can find by the experimental probability of landing on the red section
what is probability ?
Probability is a measure of the likelihood or chance that a particular event will occur. It is expressed as a number between 0 and 1, where 0 means that the event is impossible and 1 means that the event is certain to happen. A probability of 0.5 means that the event is equally likely to occur or not occur.
In the given question,
The experimental probability of an event is defined as the ratio of the number of times the event occurred to the total number of trials. In this case, we want to find the experimental probability of landing on the red section.
From the given data, we know that the arrow landed on the red section 15 times out of 50 total spins. So the experimental probability of landing on the red section is:
P(Red) = Number of red spins / Total number of spins
= 15/50
= 3/10
Therefore, the answer is (D) 3/10.
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what is the probability that flood volume exceeds its mean value by more than one standard deviation? (round your answer to three decimal places.)
The probability that flood volume exceeds its mean value by more than one standard deviation is approximately 0.000.In rounded form, it is 0.000 (to three decimal places).Hence, the required probability is approximately 0.000.
Given that the flood volume follows a normal distribution. We are supposed to find the probability that flood volume exceeds its mean value by more than one standard deviation.
To find the probability, we need to standardize the variable, X.
The standard normal distribution is a normal distribution with a mean of 0 and a standard deviation of 1.
We can standardize the variable X with the help of the following formula:
Z = (X - μ) / σ
Where Z is the standard score,
X is the raw score,
μ is the population mean, and
σ is the population standard deviation.
Now, we need to find the value of Z.
Z = (X - μ) / σZ = (20 - 10) / 2
Z = 5P(X > 20) = P(Z > 5)
From the z-table, we can find that the probability of Z being greater than 5 is very close to 0.
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Please help it’s about exterior angles
Answer:
x = 12 , -2
Step-by-step explanation:
For the first Question ,
we Know that by VOA , The angles are equal to 40*
and by being a linear pair , we get 180 - 110 = 70*
By exterior angle property , 40 + 70 = 9x - 2
= 110 = 9x - 2
9x = 108
x = 108/9 = 12
For the second question ,
By VOA , we know that the interior angles of the triangle are x+74 , 37 + x and 73
By Angle - sum Property , x+ 74 + 37 + x + 73 = 180
2x + 184 = 180
2x = 180 - 184
2x = -4 , so x = -2
Solve 2(5 – x) > 8 for x. SOMEONE PLEASE HELP ME
in testing a certain kind of truck tire over rugged terrain, it is found that 25% of the trucks fail to complete the test run without a blowout. of the next 15 trucks tested, find the probability that
We have that, when testing a certain type of truck tire on rough terrain, it is observed that 25% of the trucks fail to complete the test without blowout, the probability that of the next 15 trucks tested, at least one will not able to complete the test run without an explosion is 0.987
How do we calculate the probability?Given that when testing a certain type of truck tire on rough terrain, it is found that 25% of the trucks do not complete the test without blowout.So, the probability that a truck completes the test without a blowout is:
P (A complete truck test without blowout) = 1 - P (A complete truck test without an explosion) = 1 - 0.25 = 0.75
Now, we need to find the probability that of the next 15 trucks tested, at least one will not complete the test without an explosion. This can be found using the complement rule. The complement of the probability that at least one truck does not complete the test without a blowout is the probability that all 15 trucks complete the test without a blowout.
P(All 15 trucks complete the test without a blowout) = P(One truck completes the test without a blowout) x P(A second truck completes the test without a blowout) x ... x P(The fifteenth truck completes the test without a blowout) = 0.75 x 0.75 x ... x 0.75 (15 times)= 0.75^15= 0.013
But we need the probability that at least one truck fails to complete the test without a blowout, which is the complement of the above probability.
P(At least one truck does not complete the test without blowout) = 1 - P(All 15 trucks complete the test without blowout)= 1 - 0.013= 0.987
Therefore, the probability that of the next 15 trucks tested, at least one will not be able to complete the test run without an explosion is 0.987.
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pls help me . !!!!!!!
The exponents a and b in the simplified expression are:
a = 1
b = 7
How to simplify the expression?Remember the rules for exponents:
[tex]a^x*a^y = a^{x + y}\\\\a^x/a^y = a^{x - y}\\\\(a^x)^y = a^{x*y}[/tex]
Now we need to use these rules to simplify our expression:
[tex]\frac{x^2(y^3)^4}{x*y^5}[/tex]
We can rewrite that as:
[tex]\frac{x^2(y^3)^4}{x*y^5} = \frac{x^2}{x} *\frac{(y^3)^4}{y^5} = x^{2 - 1}\frac{y^{3*4}}{y^5} \\\\= x*y^{12 - 5} = x*y^7[/tex]
Then the values of a and b are:
a = 1
b = 7
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find the area of this semi-circle with radius, r=98cm. give your answer to 1dp
Answer:
Step-by-step explanation:
The area of a Circle is (Pie)r^2
Area of the Semi-circle will be (Pie)r^2 /2
In this particular case, the given radius = 98cm.
Therefore, the Area will be (Pie)(98)^2 /2
= (22/7)*(98)^2 /2
=15,092 sq. cms. which will be our final answer.
john roy creates this drawing of a composite shape for an art contest. the area of the drawing is 78 square centimeters. what is the height of the rectangle? (1 point)
The width of the rectangle is 6 centimeters
We know that the area of a rectangle is given by the formula
A = L x W
where A is the area, L is the length, and W is the width.
In this problem, we are given the length of the rectangle (L) as 9 centimeters and the area (A) as 54 square centimeters. We can use these values to find the width (W) of the rectangle.
We can start by substituting the given values into the formula
54 = 9 x W
Next, we can solve for the width (W) by dividing both sides of the equation by 9
54 / 9 = W
Simplifying the left-hand side, we get
W = 6 centimeter
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I have solved the question in general, as the given question is incomplete.
The complete question is:
The length of a rectangle with area 54 square centimeters is 9 centimeters. What is the width of the rectangle