A pianist plans to play 5 pieces at a recital from her repertoire of 27 pieces. How many different recital programs are possible?

Answer:

Using a calculator, we can find the square root of 35.7425:

√35.7425 ≈ 5.981

Rounding this to three decimal places, we get:

√35.7425 ≈ 5.981

The square root of 35.7425, rounded to three decimal places, is 5.978.

The subject matter of this question is Mathematics and it involves a basic algebraic computation, which is finding the square root of a number. The number in question is 35.7425. Using a calculator, you will find that the square root of 35.7425 is approximately 5.977. However, since we need to round our answer to three decimal places, the final answer will be 5.978.

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Answer:

Step-by-step explanation:

The correct answer is a. A larger sample size was used.As per the Law of Large Numbers, the more times an experiment is repeated, the closer the actual results will be to the expected probability. In this case, rolling the cube 100 times provides a larger sample size than rolling it only 20 times. The more rolls that are made, the greater the likelihood that the actual results will converge towards the expected probability of 1/2 for rolling an even number.Option b, The 100 tosses were controlled better, is not relevant to this scenario since the fairness of the cube is assumed.Option c, The expected probability changed when the cube was rolled 100 times, is not true. The expected probability of rolling an even number on a fair six-sided die is always 1/2, regardless of the number of times it is rolled.Option d, The thrower considered only the even rolls, and disregarded the odd rolls, is not a valid assumption. The question states that the number of even rolls was recorded, but it does not imply that odd rolls were disregarded.

I think( -1.8f -22 )

-2.7f + 0.9f

|

|

-1.8f.

then -16-6

|

|

-22

Answer:

oi mate

for the 1st one its "it means that there are 36 cookies in 3 dozen"

for the 2nd one its"(1,12) since 1 is the start and 12 is the beginning

Step-by-step explanation:

Solve for \(t\) when \(h=0\), given \(v_0=0\) and \(h_0 = 4\).

\(0 = -16t^2 + 4 \implies 16t^2 = 4 \implies t^2 = \dfrac14 \implies t = \dfrac12\)

so it will take half a second for the ball to hit the ground.

Answer:

278 votes

Step-by-step explanation:

\(2/3 * 417 = 278\)

Answer:

Quadrant V

Step-by-step explanation:

A co-ordinate graph only has 4 quadrants!

Answer:

Step-by-step explanation:

It's geometric. The nth term differs by -5 when compared to the n+1 term.

Sum 0 to n a(-5)^n-1 where a = 2

I think this is what you want, but there is also a formula. See below.

Sum = a (r^n - 1)/(r - 1)

Answer:

Students use linear, quadratic, and exponential functions to model data from tables and choose the regression

most appropriate to a given context. They use the correlation coefficient to determine the accuracy of a

regression model and then interpret the function in context. They then make predictions based on their model

and use an appropriate level of precision for reporting results and solutions.  

Lesson 7 focuses on data sets that cannot be modeled accurately, and students are asked

to articulate why. Students use skills learned in Lesson 14 of Module 2 (where they used

calculators to write linear regressions) and apply similar techniques for data sets that are

better suited to modeling with quadratic or exponential regressions. Students use that

same technique to find linear regressions and use their graphing calculators to examine

the correlation coefficient and to find quadratic and exponential regressions. They

compare correlation coefficients to determine which model is best for the data.

Ultimately, students choose the regression model (linear, quadratic, or exponential) most

appropriate to a given data set and then write, verify, and interpret these models in

context. Students need a graphing calculator to complete this lesson. Graphing calculator

instructions are provided, but steps may vary slightly depending on the model of the

graphing calculator.

Refer to the following full modeling cycle during this lesson (Found on page 61 of the CCLS

and page 72 of the CCSSM).

Scaffolding:

 Students are more

engaged when working

with relevant and real data

that interests them.

Websites that provide

data sets are a good

resource for classroom

investigations.

 This lesson might need to

be divided into two days if

students need more time

to master the technology.

Step-by-step explanation:

Graph (a) represent the equation x+2y=4, and it is a function.

A function is a combination of different types of variable and constants in which for the different values of x the value of function y is unique.

To determine the function, solve with the help of option,

(A) The graph define the equation of line x+2y = 4

For any value of x, y gives a unique value,

This satisfies the definition of function,

Therefore, graph (A) is a function.

(B)

The graph defines the function x = |y-2|

For one value of x, y has two values,

Thus, values of y are not unique.

(C)

The graph defines the equation of circle x²+y² = 1

For one value of x, y has two values,

Thus, values of y are not unique.

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Answer:

To convert euros to pounds, we have to multiply the amount in euros by the exchange rate. So, the sunglasses cost 90 * 0.875 = 78.75 pounds.

To use a suitable approximation, we can round the exchange rate to the nearest hundredth, which is 0.88. This makes the calculation easier and gives a close estimate of the actual value.

Using the rounded exchange rate, the sunglasses cost 90 * 0.88 = 79.2 pounds.

We can see that both the exact and the approximate values are greater than 70 pounds, so Elyas is wrong. The sunglasses cost more than 70 pounds

Step-by-step explanation:

Answer:here is the right answer took the test and got it right trust and believe Jonathan’s answer is reasonable because is 16, and 16 is close to 15.77.

Step-by-step explanation:

The value of length DE in the triangle is determined as 19.43 cm.

The value of length DE is calculated by applying sine rule of determining length and angle of a triangle.

angle CDE = angle BAC (alternate angles are equal)

sin D/CE = sin E/CD

sin 64 / 19 = sin E / 16

sin E = 16 x (sin 64 / 19)

sin E = 0.7569

E = sin⁻¹ (0.7569)

E = 49.2⁰

The value of length DE is calculated as follows;

angle C = 180 - (64⁰ + 49.2⁰) = 66.8⁰

sin C /DE = sin D/CE

sin (66.8) / DE = sin (64) / (19)

DE = 19 x sin(66.8) / sin (64)

DE = 19.43 cm

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Answer:32 DEGREES

Step-by-step explanation:

90+58=148

180-148=32

The number of the nonfiction hardcover books (49), and the total number of the hardcover books sold (72), indicates that the percentage of the hardcover books sold that are nonfiction is the option;

D. 68%

A percentage is a ratio of quantities presented as a fraction of with a denominator of 100.

The result of the tracking information of the number of books sold by the presented in the summary table indicates;

The number of hardcover notebooks in the table = 72

The number of fiction hardcover notebooks in the table = 49

The percentage of fiction hardcover books = (49/72) × 100 ≈ 68%

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Answer:

\(x =\frac{14}{3} , y = \frac{25}{3} and z = -3\)

The numbers are    \(-3 ,\frac{14}{3} , \frac{25}{3}\)

Step-by-step explanation:

Step(i):-

Given sum of the three numbers is 10

Let x , y , z be the three numbers is 10

x +y + z = 10  ...(i)

Given two times the second number minus the first number is equal to 12

2 × y - x = 12 ...(ii)

Given the first number minus the second number plus twice the third number equals 7

x + y + 2 z = 7 ...(iii)

Step(ii):-

Solving (i) and (iii) equations

                       x + y +   z     =    10  ...(i)

                       x + y + 2 z   =     7 ..   (iii)

                     -      -     -         -              

                     0    0    -z      =   3              

Now we know that    z = -3 ...(a)

from (ii)  equation

           2 × y - x = 12 ...(ii)

               x = 2 y -12  ...(b)

Step(iii):-

substitute equations (a) and (b) in equation (i)

                x+y+z =10

           2 y - 12 + y -3 =10

              3 y -15 =10

              3 y = 10 +15

              3 y =25

               \(y = \frac{25}{3}\)

Substitute   \(y = \frac{25}{3}\)  and   z = -3 in equation(i) we will get

        x+y+z =10

       \(x + \frac{25}{3} -3 = 10\)

       \(x +\frac{25-9}{3} = 10\)

      \(x +\frac{16}{3} = 10\)

      \(x = 10 - \frac{16}{3}\)

     \(x = \frac{30 -16}{3} = \frac{14}{3}\)

Final answer :-

\(x =\frac{14}{3} , y = \frac{25}{3} and z = -3\)

The numbers are  \(-3 ,\frac{14}{3} , \frac{25}{3}\)

Answer:

-2, 5, 7 on Edge.

Step-by-step explanation:

I got the Answer right.

The probability that an MP3 player manufactured in Fort Meyers is defective is 0.37%.

To calculate the probability that an MP3 player is defective, we need to consider the manufacturing plants and their respective defect rates.

Given:

Plant at Memphis manufactures 50% of the MP3 players, and 1% of those manufactured at that plant are defective.

Plant at Fort Meyers manufactures 20% of the MP3 players, and 3% of those manufactured at that plant are defective.

No information is provided about the defect rate of the third plant.

To find the overall probability of an MP3 player being defective, we need to consider the probability of selecting a defective player from each plant and then weigh it by the probability of selecting a player from each plant.

Let's calculate the overall probability:

Probability of selecting a defective player from Memphis plant = 50% * 1% = 0.50% or 0.005 (since 50% is equivalent to 0.50 in decimal form)

Probability of selecting a defective player from Fort Meyers plant = 20% * 3% = 0.60% or 0.006 (since 20% is equivalent to 0.20 in decimal form)

To calculate the overall probability, we need to weigh these probabilities by the probability of selecting an MP3 player from each plant:

Probability of selecting from Memphis plant = 50% = 0.50 (decimal form)

Probability of selecting from Fort Meyers plant = 20% = 0.20 (decimal form)

Overall probability of selecting a defective MP3 player is given by:

Overall probability = (Probability from Memphis plant * Probability of selecting a defective player from Memphis) + (Probability from Fort Meyers plant * Probability of selecting a defective player from Fort Meyers)

Overall probability = (0.50 * 0.005) + (0.20 * 0.006) = 0.0025 + 0.0012 = 0.0037 or 0.37%

Therefore, the probability that an MP3 player, manufactured in Fort Meyers, is defective is 0.37%.

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Step-by-step explanation:

the word kilo means thousand. By that logic we know that 2200 grams are in 2.2 kilograms

Answer:

4! click 4!

Step-by-step explanation:

The steps in solving the given expression shows that the result is:

0.92 * 10²

The expression is given as:

6.89 * 10⁻⁴/(7.5 * 10⁻⁶) = 0.92 * 10¹

The steps that Maggie followed are:

Step 1: Rewrite the given expression:

6.89 * 10⁻⁴/(7.5 * 10⁻⁶) = 0.92 * 10¹

Step 2: Divide the coefficients:

The coefficient of the numerator (6.89) is divided by the coefficient of the denominator (7.5) to get:

6.89 / 7.5 = 0.9186667.

Step 3: Divide the powers of 10:

This is done by subtracting the exponent of the denominator 10⁻⁶ from the exponent of the numerator 10⁻⁴ to get: 10²

Step 4: Combine the results:

This gives:

0.9186667 * 10²

Step 5: Simplify the coefficient:

She rounded the coefficient (0.9186667) to two decimal places, resulting in 0.92.

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This is the quotient of (-15b^5 + 18b^3) divided by 3b. The expression simplifies to -5b^4 + 6b^2.

To find the quotient of the expression (-15b^5 + 18b^3) divided by 3b, we can perform the division by simplifying each term separately.

First, let's divide -15b^5 by 3b:

(-15b^5) / (3b) = -15/3 * b^5/b = -5 * b^(5-1) = -5b^4

Next, let's divide 18b^3 by 3b:

(18b^3) / (3b) = 18/3 * b^3/b = 6 * b^(3-1) = 6b^2

Now, we have simplified each term individually. The resulting expression is:

-5b^4 + 6b^2

This is the quotient of (-15b^5 + 18b^3) divided by 3b. The expression simplifies to -5b^4 + 6b^2.

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Answer:

Therefore, 1 + 2cos a can be expressed as the product of 2 and (cos a/2 + 1).

1 + 2cos a = 2(cos a/2 + 1)

Step-by-step explanation:

We can use the trigonometric identity:

cos 2a = 1 - 2 sin^2 a

to rewrite 1 + 2cos a as:

1 + 2cos a = 1 + 2(1 - sin^2 a/2)

= 1 + 2 - 2(sin^2 a/2)

= 3 - 2(sin^2 a/2)

Now, using another trigonometric identity:

sin a = 2 sin(a/2) cos(a/2)

we can rewrite sin^2 a/2 as:

sin^2 a/2 = (1 - cos a)/2

Substituting this into the expression for 1 + 2cos a, we get:

1 + 2cos a = 3 - 2((1 - cos a)/2)

= 3 - (1 - cos a)

= 2 + cos a

Therefore, 1 + 2cos a can be expressed as the product of 2 and (cos a/2 + 1).

1 + 2cos a = 2(cos a/2 + 1)

The average speed on the first 30 minutes is 0.2 km per min.

Here we have the graph for the position of a bycicle rider on a 42-minute trip.

On the vertical axis we can see the position, and on the horizontal axis we can see the time.

Remember that:

speed = distance/time.

To find the average speed on the first 30 min, we need to take the quotient between the position after 30 minutes and 30 min.

At 30 min we can see that the position is at 6 km, then the speed will be:

S = 6km/30min = 0.2 km per min.

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Answer:

The car will be worth £28,870.12 in 4 years

Step-by-step explanation:

The equation for the value of the car after t years has the following format:

\(V(t) = V(0)(1-r)^{t}\)

In which V(0) is the current value, and r is the annual constant depreciation rate.

Colin buys a car for £31300. It depreciates at a rate of 2% per year.

This means that \(V(0) = 31300, r = 0.02\)

So

\(V(t) = V(0)(1-r)^{t}\)

\(V(t) = 31300(1-0.02)^{t}\)

\(V(t) = 31300(0.98)^{t}\)

How much will it be worth in 4 years?

This is V(4).

\(V(t) = 31300(0.98)^{t}\)

\(V(4) = 31300(0.98)^{4} = 28870.12\)

The car will be worth £28,870.12 in 4 years

Answer:

33 = - 20

Step-by-step explanation:

In this equation you have to use BEMA or PEMDAS (however you learned it) ot solve. (Brackets, Exponents, Multiplcation/Divison, Addition/Subtraction) or (Parentheses, Exponents, Multiplication, Division, Addition, SUbtraction)

5(3 +4) - 2 would be simplified down first to

5(7) -2 because parentheses are the first thing you do in any equation like this.

35 -2 because multiplication and divison are next due to the fact there are no exponents

33 because subtraction is last. You then do the same to the other side.

7 -3 (-2 +11)

7 + -3(9) (you can change the minus three to a plus negative three to make the next step more clear)

7 + -27

-20

33 = -20

The statement that is equivalent to |6x-3|=3 is: 6x-3=3 or 6x-3=-3

For the equation to be true, two scenarios need to be considered:

When the expression 6x-3 is positive and equals 3:

6x-3 = 3

When the expression 6x-3 is negative and equals -3:

6x-3 = -3

By solving these two equations, we can find the equivalent statement:

Solving 6x-3 = 3:

Adding 3 to both sides gives us:

6x = 6

Dividing both sides by 6:

x = 1

Solving 6x-3 = -3:

Adding 3 to both sides gives us:

6x = 0

Dividing both sides by 6:

x = 0

Therefore, the equivalent statement to |6x-3|=3 is:

6x-3=3 or 6x-3=-3, which can be further simplified to:

6x-3=3 or 6x-3=-3

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Answer:

- 100

Step-by-step explanation:

Take 10 from both sides

t/2 + 10 - 10 = -40 - 10      Combine like terms

t/2 = - 50                          Multiply both sides by 2

2*t/2 = -50*2

t = - 100

Answer:

= (-90)

Step-by-step explanation:

-90/2+10=. -80/2

2 will go into -80 ,-40 times

Answer:

40.14

Step-by-step explanation:

Answer:

product: 40.14

Step-by-step explanation:

product is the number you get when you multiply

11.15 x 3.6 = 40.14