please help, please, i really need help...

What type of counting problem is this?
How many different sequences of 3 playing cards (from a single 52-card deck) exist?
a. Permutation without repetition
b. combination with repetition
c. Combination without repetition
d. Permutation with repetition

Answer: 1660

Step-by-step explanation: 70 + 1590 = QUICK MATHS

Answer:1660

Step-by-step explanation:

Answer:

Regular megagon

Step-by-step explanation:

Regular megagon is a shape called with 1000000000 sides.

Answer:

Perimeter = 24p + 18 cm

Step-by-step explanation:

Perimeter = 2[(8p+5)+(4p+4)]

simplify:

Perimeter = 16p + 10 + 8p +8

combine like terms:

Perimeter = 24p + 18

Here's link[tex]^{}[/tex] to the answer:

bit.[tex]^{}[/tex]ly/3gVQKw3

Answer:

42/6 = 7

7 - 4 = 3

Step-by-step explanation:

Answer: 3.25 miles

Step-by-step explanation:

Given

Mike Jogged 6 laps around a 0.25-mile track on Tuesday

7 laps on Thursday

Miles jogged on Tuesday is [tex]6\times 0.25=1.5\ \text{mile}[/tex]

Miles jogged on Thursday is [tex]7\times 0.25=1.75\ \text{miles}[/tex]

Total miles Jogged is [tex]1.75+1.5=3.25\ \text{miles}[/tex]

Answer:

I don't understand your language

Step-by-step explanation:

Answer:

12² = 144

12 to the power of 2 us equal to 144

Answer:

1155

Step-by-step explanation:

let the ratio be 4x:11x

4x=420

x=105

11x=11*105

=1155

Let first number be x.

Let second number be y.

According to question,

x+y=36…….(equation 1)

and

x-y=6…..(equation 2)

equation 2 can be written as , x=6+y……(equation 3)

Put equation 3 in equation 1,

6+y+y=36

6+2y=36

2y=36–6

2y=30

y=30/2

y=15

now, put y=15 in equation 1,

x+15=36

x=36–15

x=21

So, numbers are 21 and 15.

Answer:

Correct answer just took the quiz

Step-by-step explanation:

The correct option for the given statement is that (x-2) is a factor of [tex]5x^{2} -16x+12[/tex].

It is a number by which the number whose it is a factor can be divided.

To check factor of an equation we need to divide it with so to check (x-2) a factor of [tex]5x^{2} -16x+12[/tex] we need to divide the equation by x-2

=( [tex]5x^{2} -16x+12[/tex])/x-2

=5x-6

So it is a factor of the given equation.

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Answer:

C.

Step-by-step explanation:

From the universal set; N = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17}

Probability of drawing an even or prime number will be 15/17.

Probability is a measure of the likelihood of an event to occur. Many events cannot be predicted with total certainty. We can predict only the chance of an event to occur i.e., how likely they are going to happen, using it. Probability can range from 0 to 1, where 0 means the event to be an impossible one and 1 indicates a certain event. The probability of all the events in a sample space adds up to 1.

N = {1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17}

Prime = {1,2,5,7,11,13,17}

Even = {2,4,6,8,10,12,14,16}

Pr(Prime) = 7/17

Pr(Even) = 8/17

Pr(Prime or even) = 7/17 + 8/17

Pr(Prime or even) = 15/17

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Answer:

Total hour Talia spend at math camp = 100 hour

Step-by-step explanation:

Given:

Number of days = 5 days

Per hour attended = 5/6 per hour

Find:

Total hour Talia spend at math camp

Computation:

Total number of hour per day = 24 hour

Total hour Talia spend at math camp = Number of days x Per hour attended x

Total number of hour per day

Total hour Talia spend at math camp = 5 x 5/6 x 24

Total hour Talia spend at math camp = 5 x 5 x 4

Total hour Talia spend at math camp = 25 x 4

Total hour Talia spend at math camp = 100 hour

When you log an e, you are essentially taking the natural logarithm of the number. This means that you are taking the logarithm of a number to the base e, which is about 2.718. The result of this calculation is the number of times the number must be multiplied by itself to get the original number.

For example, if you were to log an e, it would be equal to 1, since e x e = e. If you log a number bigger than e, such as 8, the result would be equal to 2.079, which means that 8 must be multiplied by itself twice (2.079 times) to get the original 8.

In general, when you log a number, you can think of it as a way of seeing how many times that number needs to be multiplied by itself to get the original number. This can be useful in many fields, from mathematics to engineering to physics, to find the mathematical relationship between two numbers.

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The coefficient is -1

Answer:

{-1, 5} (two real solutions).

Step-by-step explanation:

On the left side we want x^2, not x?

We need to rewrite x? = 4x - 5 in standard form, that is, as a quadratic with x terms in decreasing powers of x:

x^2 - 4x + 5 = 0

This factors easily to (x - 5)(x + 1) = 0.

We let each factor equal zero (0) separately and solve for x:  

{-1, 5} (two real solutions).

Therefore , the solution to the given problem of time comes out to be the time to pick up by your parents is 7:32.

the idea that time was the fourth dimension and that space and time were therefore inseparably connected. According to his general theory of relativity (opens in new tab), the mass and momentum of adjacent matter influence how much space-time enlarges and compresses.

Here,

Given : The game starts at 18:30

Thus,

They play for eight minutes quarters and half time last for 30 minutes.

So,

To find the time to pick up by your parents:

=> 8*4 + 30

=> 32 + 30

=> 62

Thus time after 62 minutes is 7:32

Therefore , the solution to the given problem of time comes out to be the time to pick up by your parents is 7:32.

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Parallel programming can improve the performance of an application over sequential programming in certain cases, but it is not a guarantee.

Parallel programming allows for the use of multiple processors or cores to perform tasks simultaneously, which can improve the overall speed of an application. However, parallel programming can also introduce complexity and overhead, which can decrease performance. The potential for improved performance depends on the specific application and the design of the parallel implementation. Some applications may not benefit from parallel programming because they are not computationally intensive or because their data is not easily divided into parallelizable tasks. Additionally, the performance improvement also depends on the number of cores and the communication costs between them.

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Answer:

9miles

Step-by-step explanation:

Answer:

Step-by-step explanation:

The best option regarding the solutions of the trigonometric equation presented in this problem is given as follows:

A. 60º + n360º, 300º + n360º.

The trigonometric equation for this problem is defined as follows:

[tex]\cos{x} - \sqrt{1 - 3\cos^2{x}} = 0[/tex]

Then, isolating the cosine, we have that:

[tex]\cos{x} = \sqrt{1 - 3\cos^2{x}}[/tex]

Applying the square for both sides, we have that:

cos²(x) = 1 - 3cos²(x).

4cos²(x) = 1.

cos²(x) = 1/4

cos²(x) = 0.25.

Applying the square root to both sides, we have that:

cos(x) = 0.5.

Meaning that the angle measures of x with the cosine of 0.5 are given as follows:

x = 60º, x = 300º.

(as the cosine is positive on the first and fourth quadrant).

One entire lap over the unit circle is equivalent to 360º, hence adding 360º n times to any of these solutions is also a solution to the trigonometric equation, meaning that option a is correct.

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An expression which is equivalent to given [tex]\frac{\frac{1}{z+5} }{\frac{z+3}{5z+15} }[/tex] is 5 / (z + 5)

The correct answer is an option (B)

Consider given quotient.

[tex]\frac{\frac{1}{z+5} }{\frac{z+3}{5z+15} }[/tex]

Consider expression 5z + 15

We can write this expression as 5(z + 3) by  taking out the common factor 5.

So given quotient would be,

[tex]\frac{\frac{1}{z+5} }{\frac{z+3}{5(z+3)} }[/tex]

As we know a fraction is put in lowest terms by cancelling out the common factors of the numerator and the denominator.

For fraction [tex]\frac{z+3}{5(z+3)}[/tex] , the common term is z + 3.

So, [tex]\frac{z+3}{5(z+3)} = \frac{1}{5}[/tex]

We know that for fractions a/b and c/d where b ≠ 0, d ≠ 0, if we take quotient of these fraction then that would be,

(a/b) / (c/d) = (a/b) × (d/c)

So, given quotient would be,

[tex]\frac{\frac{1}{z+5} }{\frac{1}{5} }\\\\\\=\frac{1}{z+5} \times \frac{5}{1} \\\\\\=\frac{1\times 5}{(z + 5)\times 1}[/tex]

= 5 / (z + 5)

Therefore, an equivalent expression is: 5 / (z + 5)

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Answer:

Step-by-step explanation:

The dimensions of a rectangular prism are length, width, and depth.

Volume = length * width * depth

Here, V = 3y3 + 16y2 + 5y. If you can factor that into three terms, those could be the dimensions of the prism.

How do you factor it? Do all three terms have something in common? Sure, they all have a y, so factor a y out of each term.

V = y(3y2 + 16y + 5)

Then, factor what's left.

V = y(3y + 1)(y + 5)

The dimensions of the prism are y, (3y + 1), and (y + 5).

Answer:

The dimensions of a rectangular prism are length, width, and depth.

Volume = length * width * depth

Here, V = 3y3 + 16y2 + 5y. If you can factor that into three terms, those could be the dimensions of the prism.

How do you factor it? Do all three terms have something in common? Sure, they all have a y, so factor a y out of each term.

V = y(3y2 + 16y + 5)

Then, factor what's left.

V = y(3y + 1)(y + 5)

The dimensions of the prism are y, (3y + 1), and (y + 5).

Step-by-step explanation:

it's this write ... comments plz have a nice day

The distance between the girl and her bike is 25.00 ft.

Distance is the measure of how far apart two objects, places, or points are. It can be measured in a variety of units, such as miles, kilometers, inches, centimeters, or other units.

The distance between the girl and her bike can be found using the Pythagorean Theorem. The Pythagorean Theorem states that the sum of the squares of the sides of a right triangle is equal to the square of the hypotenuse.

In this case, the girl is 20 ft. east of the school and 21 ft. south of the school. Therefore, the two sides of the triangle are 20 ft. and 21 ft. and the hypotenuse is the distance between the girl and her bike.

Using the Pythagorean Theorem, the hypotenuse is equal to the square root of (20^2 + 21^2) = 25.00 ft.

Therefore, the distance between the girl and her bike is 25.00 ft.

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Answer:

B) measures of variability

Hope this helped :)

Answer:

5.1

Step-by-step explanation:

so the leaning ladder makes a right angled triangle so we can use pythagoras to calculate the the length (the hypotenuse):

5²+1²=x²

25+1=x²

√26=x

x=5.099...

and now we round to one d.p so it becomes 5.1 (1 d.p) as the hundreths digit is 9 and 9 is rounded up.

Answer:

10.2 is the answer not sure