This probability distribution shows the
typical grade distribution for a Geometry
course with 35 students.
Grade
A
BCDF
Frequency
5
10
15
3
2
Find the probability that a student earns a
grade of A, B, or C.
p=[?]
Enter a decimal rounded to the nearest hundredth.

Answer:

10

Step-by-step explanation:

Answer:

8

Step-by-step explanation:

to help you with this just draw a number line.

-7  -6  -5  -4  -3  -2  -1  0  1  2  3

Answer:C

Step-by-step explanation:

Answer:

D. III only

Step-by-step explanation:

Answer:

Step-by-step explanation:

The four options just swap the order, and you should choose them all

Answer: Thank you for the points & B

Step-by-step explanation: Hope this help :D

Answer:

Bukhara

Hope this helps!

--Applepi101

The estimated value of the multiplication is equivalent to 480.81.

Given is the expression as -

102.3 x 4.7

480.81

Therefore, the estimated value of the multiplication is equivalent to 480.81.

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Answer:The answer is 9 and 10?

Step-by-step explanation:

Answer:

B and C                |   z=9   |   z=10     |

Step-by-step explanation:

Trust i got right

Answer:

₦28.5

Step-by-step explanation:

[tex]interest = \frac{600 \times 1.5 \times 3 \frac{1}{6} }{100} [/tex]

Answer:

60 cubic units

Step-by-step explanation:

Volume is simply multiplying the height, length and width together.

4 * 5 = 20

20 * 3 = 60

PLZZZ GIVE ME BRAINLIEST

Answer: Lo que haces es multiplicar los valores de altura x longitud x lo ancho. (Aquí no importa el orden.

Step-by-step explanation:

4x3 =12

12x5=20

Answer:80

Step-by-step explanation:by5 will be this and 20 by 10 mulltiply 60 by 9

Answer:

axis of symmetry: x=1

vertex: (1, -1)

for the sketch, plot these points: (1, -1), (2, 0), (3, 3), (0, 0), (-1, 3)

Step-by-step explanation:

hope this helps :)

Answer:

axis of symmetry= (1,-1)

vertex = (2, -2)

and then I attached a picture of what it should look like on the graph

Answer:

a) 5 divided by 3/10

To solve this problem, we need to perform the division first, followed by the division. Dividing 5 by 3/10, we have:

5 / (3/10) = (5*10)/3 = 50/3

Simplifying, we have:

50/3 = 16 2/3

Therefore, the result of 5 divided by 3/10 is 16 2/3.

b) 5 divided by 9/10

To solve this problem, we need to perform the division first, followed by the division. Dividing 5 by 9/10, we have:

5 / (9/10) = (5*10)/9 = 50/9

Simplifying, we have:

50/9 = 5 5/9

Therefore, the result of 5 divided by 9/10 is 5 5/9.

Step-by-step explanation:

Answer:

a).5 divided by 3/10

= 16.6666666667

And,

b).5 divided by 9/10

=4.5

Answer:

10

Step-by-step explanation:

f(4)= 3(4)-2

f(4)=12-2

f(4)= 10

f(whatever) just means to replace x with whatever is in the parentheses.

The domain and scope of the identity function are the same. Equation for the identity function is  f(x) = x, or y = x.

An statement, rule, or law in mathematics that specifies the connection between an independent variable and a dependent variable (the dependent variable). A relationship between a group of inputs and one output each is referred to as a function. In plain English, a function is an association between inputs in which each input is connected to precisely one output. Y=X2 is an illustration of this. You only receive one output for y if you enter anything for x. The fact that x is the input value leads us to argue that y is a function of x.

identity function are the same.

Equation for the identity function is

f(x) = x, or y = x.

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On solving the provided question, we can say that by unitary method Irene spend on gas =  $ 33.82

The unit technique is an approach to problem-solving that involves first determining the value of a single unit, then multiplying that value to determine the required value. The unit method, to put it simply, is used to extract a single unit value from a supplied multiple. For instance, 40 pens would cost 400 rupees, or the price of one pen. The process for doing this may be standardized. a single country. anything that has an identity element. (mathematics, algebra) (Linear algebra, mathematical analysis, mathematics of matrices or operators) Its adjoint and reciprocal are equivalent.

by unitary method

Irene must pay back the money she used for gas.

Irene filled up her tank with gas for $33.82.

One gallon of gasoline costs $3.80.

There are 6.1 gallons of the petrol Irene purchased in the tank.

amount required = 15 -6.1 = 8.9 gallons

1 gallon = 3.8 dollars

8.9 gallons = $ 33.82

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Answer:

3.59

Step-by-step explanation:

On solving the provided question, we can say that - the value of the linear equation is 2y+8x = 140

The algebraic equation y=mx+b is known as a linear equation. B is the y-intercept, and m is the slope. The previous sentence, where y and x are variables, is commonly referred to as a "linear equation in two variables." Bivariate linear equations are those that contain two variables in them. The linear equations 2x - 3 = 0, 2y = 8, m + 1 = 0, x/2 = 3, x + y = 2, and 3x - y + z = 3 are examples. When an equation has the formula y=mx+b, with m denoting the slope and b the y-intercept, it is referred to as being linear.

here, we have 2y + 8x

and x = 10 ; y = 15

2y + 8x

20 + 120 = 140

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Answer:

The answer is A

Step-by-step explanation:

Answer:

400km/

Step-by-step explanation:

the faster you go the less time it takes.

A box plot that correctly summarizes the set of data is: box plot C.

In Mathematics, a box plot sometimes also referred to as box-and-whisker plot and it can be defined as a type of chart that can be used to graphically or visually represent the five-number summary of a data set with respect to locality, skewness, and spread.

Based on the information provided above, the five-number summary for the given data set include the following:

In conclusion, we can logically deduce that the median of the given data set is 69 while the first quartile is 65 and the third quartile is equal to 73.

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Answer:

No because 3/4 is equal to 0.75 and 0.75 is not equal to 0.34

Step-by-step explanation:

Answer:

No. 3/4 is equavilent to 0.75 not 0.34.

8x^5\left(32\sqrt{2}x^2-\sqrt{2}x^4\right)

When you see a graphed cluster of dots depicting the values and relationship of two different variables, you are seeing a visual description of relatedness called a scatter-plot or scatter-gram.

Scatter-plot: A scatter-plot is a form of mathematical diagram or plot that employs Cartesian coordinates to illustrate distinct values associated to two variables for a specific set of data. It is also known as a scatter-gram, scatter-graph, scatter-chatter, or scatter-diagram.

It is being utilized to determine how one variable influences the other.

The supplied statement in the question above represents the scatter plot.

Here,

When you observe a graphed cluster of dots reflecting the values and relationship of two separate variables, you are looking at a scatter-plot or scatter-gram, which is a visual explanation of relatedness.

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Therefore , the solution of the given problem of scatter plot comes out

to be  2 regions contain 2 x 40 (or 80) students.

Several dots are placed on a vertical and horizontal axis to form a scatter plot. In statistics, scatter plots are crucial because they can demonstrate the amount of correlation, if any, between both the quantities of observed quantities or occurrences (called variables).

Here,

A box plot separates a data set into four areas, each identified by five lines. The lowest line displays the result, while the highest line displays the result. 25% of the data points are distributed across each region, and the median score is indicated by the middle line.

In this box plot, for instance, there are lines at 10, 30, 48, 70, and 100. The fact that no student received a score exactly equal to 30, 48, or 70 allows us to deduce the following:

Because the middle two sections represent the interquartile range (IQR), which comprises the middle 50% of the data, they are frequently "boxed" together.

We are informed that 120 students received test scores below 70. Additionally, since there are three regions with scores below 70 and each region has a 25% weighting, 3 x 25% (or 75% of the students) had scores below 70.

In other words, 75% of 120 students.

If there are 120 students total throughout the three regions, then each

region has 40 pupils, or one-third of the total.

The box plot indicates that there are two areas, and since each region has 40 students, there are 80 students total in the two regions.

As a result, two zones with two sets of 40 students each make up the solution to the scatter plot problem.

Therefore , the solution of the given problem of scatter plot comes out

to be  2 regions contain 2 x 40 (or 80) students.

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The measure of the two marked angles are as follows:

When parallel lines are cut by a transversal line, angle relationships are formed such as corresponding angles, alternate exterior angle, alternate interior angles, linear angles, vertically opposite angles, same side interior angles etc.

According to the diagram the parallel lines are cut by the transversal and formed the angles.

Hence, the angles are alternate exterior angles.

Alternate exterior angles are congruent. Hence, the angles are as follows:

10x - 20 = 7x + 4

10x - 7x = 4 + 20

3x = 24

x = 24 / 3

x = 8

Therefore, the angles are as follows:

10x - 20 = 10(8) - 20 = 80 - 20 = 60 degrees

7x + 4 = 7(8) + 4 = 56 + 4 = 60 degrees.

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Answer:

So you say you want some 5 digit numbers eh? Let’s consider some boundaries. 5 digit numbers range from 10,000 - 99,999. So our number is guaranteed to be between 0 and 90000.

Sometimes it’s much easier to work with concrete things. Such as the number of numbers that don’t contain any 3s. It’s really more difficult to put our finger on “at least 1” anything so we try to steer clear of it.

Anyways we’ve got 90000 numbers that have at least 1 or 0 3’s. Find one and we know the other.

So no 3’s at all right? Well you have 8 choices for the first digit (can’t choose 0 and you can’t choose 3). And then for the remaining 4 digits you have 9 choices. So that’s

8∗94=52488  

Back to our initial equation, we have

90000−8∗94=37512  5 digits numbers without any 3s.

A quick (or maybe not so quick) matlab script confirms such calculations.

credits to : Trevor Squires

Answer:

it C

Step-by-step explanation:

Answer:

triangular prism

Step-by-step explanation:

Shape 1 attached is a triangular prism it has the same name and same net but is not identical as its slightly longer. The top side has 5 edges and its base has 4 edges

Has the same Faces: 5

Has the same Edges: 9

Has the same Vertices: 6

Shape 2 attached, is called a square based pyramid

It differs as its top side has 4 edges and its base has 4 edges where the base is the only common side and slope as the other one.

Faces: 5

Edges: 8

Vertices: 5

The coordinates of the intersection of the diagonals of the parallelogram QRST is (0, 1/2)

The coordinates of the parallelogram QRST are:

Q = (-1, 3)

R = (5, 2)

S = (1, -2)

T = (-5, -1)

The diagonals of  parallelogram QRST are QS and RT.

Let M be the point of the intersection of the diagonals of the parallelogram QRST

The diagonals of a parallelogram bisect each other.

This means, M is midpoint of diagonals QS and RT.

Consider diagonal QS.

Let (x1, y1) = (-1, 3) and (x2, y2) = (1, -2)

Using midpoint formula the coordinates of M would be,

M =  ((x1 + x2)/2, (y1 + y2)/2)

M = ((-1 + 1)/2, (3 - 2)/2)

M = (0/2 ,  1/2)

M = (0, 1/2)

Therefore, the point of intersecton of QS and RT is (0, 1/2)

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The first three terms of the sequence are 2.25, 2.30, and 2.35.

It is a sequence where the difference between each consecutive term is the same.

Example:

2, 4, 6, 8, 10 is an arithmetic sequence.

We have,

a(1) = 2.25

a(n) = a(n - 1) + 0.5

Now,

The first term = 2.25

The second term.

a(2) = a(1) + 0.5

= 2.25 + 0.5

= 2.30

The third term.

a(3) = a(2) + 0.5

= 2.30 + 0.5

= 2.35

Thus,

The first three terms are 2.25, 2.30, and 2.35.

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