assume that all the odd numbers are equally likely, all the even numbers are equally likely, the odd numbers are k times as likely as the even numbers, and Pr[4]=1/18

What is the value of k ?

With the help of integrals, ∫Cxy4ds, C it the right half of the circle x2+y2=16.

Finding a function's anti-derivatives is made easier with the aid of integral calculus. The function's integrals are another name for these anti-derivatives.

Integration is the process of identifying a function's anti-derivative. Finding the integrals is the opposite of finding the derivatives. A family of curves is represented by a function's integral.

Integration is the process of obtaining f(x) from f'(x). When all the little data are combined, problems with displacement and motion, area and volume, and other issues develop.

Integrals assign numbers to functions in a way that describes these issues. We can determine the function f given the derivative f' of the function f. Here, the function f is referred to as integral of f' or antiderivative of f.

According to our question-

∫Cxy4ds, C it the right half of the circle x2+y2=16.

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The percentage of the population with scores greater than Z = -1.7 is approximately 21.76%.

a. Using a standard normal distribution table or a calculator, we can find that the percentage of the population with scores greater than Z = 2 is approximately 2.28%.

b. Since the normal distribution is symmetric, the percentage of the population with scores greater than Z = -2 is the same as the percentage with scores less than Z = 2, which we found to be 2.28% in part (a).

c. Using a standard normal distribution table or a calculator, we can find that the percentage of the population with scores less than Z = 1 is approximately 84.13%.

d. To find the percentage of the population with scores farther away from the mean than Z = 1, we can find the percentage of the population with scores less than Z = -1 or greater than Z = 1, and subtract this from 100%. Using a standard normal distribution table or a calculator, we can find that the percentage of the population with scores less than Z = -1 or greater than Z = 1 is approximately 31.73%, so the percentage of the population with scores farther away from the mean than Z = 1 is approximately 68.27%.

e. Using the same logic as in part (d), we can find the percentage of the population with scores less than Z = -1.7 or greater than Z = 1.7, and subtract this from 100%. Using a standard normal distribution table or a calculator, we can find that the percentage of the population with scores less than Z = -1.7 or greater than Z = 1.7 is approximately 21.76%, so the percentage of the population with scores farther away from the mean than Z = -1.7 is approximately 78.24%.

f. Again, since the normal distribution is symmetric, the percentage of the population with scores greater than Z = -1.7 is the same as the percentage with scores less than Z = 1.7, which we found to be 21.76% in part (e). Therefore, the percentage of the population with scores greater than Z = -1.7 is approximately 21.76%.

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Responder:

$ 555,911.5

Explicación paso a paso:

Dado

Principal = $ 545,680

Interés = 2,25%

Tiempo = 10 meses = 10/12 años

Debemos buscar la cantidad después de 10 meses.

Monto = Principal + Intereses

Interés = PRT / 100

Interés = 545,680 * 2,25 * 10/1200

Intereses = 12,277,800 / 1200

Interés = 10.231,5

Cantidad = 545,680 + 10,231.5

Cantidad = 555,911.5

por lo tanto, la cantidad después de 10 meses es $ 555,911.5

Step-by-step explanation:

\( {3}^{10} \div {3}^{3} = {3}^{10 - 3} = {3}^{7} \\ \\ \\ \\ \\ \\ \\ hope \: it \: helps \\ stay \: safe \: healthy \: and \: happy\)

Answer:

7.99/19= 0.42052631578

about 0.42 per pound

Step-by-step explanation:

Answer:

x = 3

AB = 16

Step-by-step explanation:

Given: AM = 8, AB = 5x +1 and M is the midpoint of AB, the AM = MB

AB = 2AM

5x+1 = 2(8)

5x + 1 = 16

x = 16 - 1

5x = 15

x = 15/5

x = 3

Hence the value of x is 3

Since AB = 5x+1

AB = 5(3) + 1

AB = 15 + 1

AB = 16

If she wanst to have an average of 71.5%, then she needs to score 69% on the last test.

Let's say that she scores X on test 4, if she wants to have an average of 71.5%, then we can write the equation:

(77 + 54 + 86 + X)/4 = 71.5

Now we need to solve that equation for X.

217 + X = 71.5*4

X = 71.5*4 - 217 = 69

She needs to score 69% in the last test.

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If 18,793 is multiplied by 1000, then the product of this arithmetic equation will be equal to 18,793,000.

The arithmetic equations are the mathematical problems which includes simple functions such as addition (summation), subtraction, multiplication and division. The function of multiplication is also called as repeated addition. In the given question, the multiplicand is 18,793 and the multiplier is 1000 and the result which we get that is 18,793,000 is called as product.

The multiplicand is always written first. When the multiple of 10 is multiplied to any number, the general rule says that there is simple addition of zeroes in the right hand side of the number if is not in decimal form. If the number is in decimal form, the decimal point shift to the right hand side as many times as there are zeroes in the multiplier.

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Answer:

x=30

Step-by-step explanation:

4x+2x+3x +3x=360. .... (angles of the quadrilateral add up to 360)

12x=360

12x/12=360/12

x=30

The Deposit Fees 15% VAT amount on goods sold at a VAT-inclusive price of R1,500 would be approximately R195.65.

To answer the questions using the provided information, we'll refer to TABLE 2 for the deposit fees.1.2.1 The minimum amount one will pay when making a deposit of notes and coins:

Notes: R2.25 per R100 or part thereof

Coins: R5 per R100 or part thereof

Therefore, the minimum amount one will pay depends on the value of the deposit. For notes, it will be R2.25 per R100 or part thereof, and for coins, it will be R5 per R100 or part thereof.

1.2.2 To determine if Mr Mbhalati's statement is valid, let's calculate the deposit fees for his deposit of notes and coins.

Deposit of notes:

Deposit amount: R1,500

Deposit fee for notes: R2.25 per R100 or part thereof

Calculation:

Deposit fee = (Deposit amount / 100) * Deposit fee per R100

= (1500 / 100) * 2.25

= 33.75

Deposit of coins:

Deposit amount: R500

Deposit fee for coins: R5 per R100 or part thereof

Calculation:

Deposit fee = (Deposit amount / 100) * Deposit fee per R100

= (500 / 100) * 5

= 25

Total deposit fee = Deposit fee for notes + Deposit fee for coins

= 33.75 + 25

= 58.75

Therefore, Mr Mbhalati's statement is not valid. The total deposit fee for his deposit of notes to the value of R1,500 and R500 in coins would be R58.75, not R180.

1.2.3 To calculate the 15% VAT on the amount of goods sold at a VAT-inclusive price:

Amount from the sale of goods: R1,500

Calculation:

VAT amount = (Amount from the sale of goods / (100 + VAT rate)) * VAT rate

= (1500 / (100 + 15)) * 15

= (1500 / 115) * 15

≈ 195.65

Therefore, the Deposit Fees 15% VAT amount on goods sold at a VAT-inclusive price of R1,500 would be approximately R195.65.

1.2.4 One method Mr Mbhalati can use to send money to a person who does not have a bank account is by using a money transfer service like Western Union or MoneyGram. These services allow individuals to send money to recipients who can collect it in cash from designated locations, even if they don't have a bank account.

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Counting from point M (0 unit) on this number line, we can logically deduce that point H is located at -7.

A numerical data is also referred to as a quantitative data and it can be defined as a data set that is primarily expressed in numbers only. This ultimately implies that, a numerical data refers to a data set consisting of numbers rather than words.

In Mathematics, there are six (6) common types of numbers and these include the following:

A number line can be defined as a type of graph with a graduated straight line which contains both positive and negative numerical values that are placed at equal intervals along its length. Also, the negative numerical values are positioned at the left from zero while the positive numerical values are positioned at the right from zero.

Note: Each of the tick represents 1 unit.

Therefore, counting from point M (0 unit) on this number line, we can logically deduce that point H is located at -7.

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The set of 4 consecutive integers that add up to 250 are 61, 62, 63, and 64.

61 + 62 + 63 + 64 = 250

Answer:

61 , 62 ,63 , 64

The probability of a family having three males and two females can be calculated using the concept of binomial probability.

In a family with five kids, each child has a 50% chance of being male or female. The probability of having three males and two females can be calculated by considering the different ways this combination can occur.

There are a total of 10 possible outcomes when arranging three males and two females in a sequence of five children (i.e., 5C3, where 5C3 represents the binomial coefficient "5 choose 3").

The probability of having three males and two females is given by the number of favorable outcomes divided by the total number of possible outcomes, which is 10/32 or 0.3125. Therefore, the probability of a family having three males and two females is approximately 31.25%.

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first off let's notice a few things on that function.

the graph "passes" -5, that's a root, the graph "touches" 3 and goes back up, that's another root, but that's a root with an "even multiplicity", the heck does that mean? well, it means there are at least two roots, could be 4 or 6 or 18, so long is even, but we're shooting for the least degree, so we'll settle for 2.

now hmm, let's reword that

what's the equation of a function with roots at -5 and 3 twice, that it passes through (0 , 9)?

\(\begin{cases} x = -5 &\implies x +5=0\\ x = 3 &\implies x -3=0\\ x = 3 &\implies x -3=0\\ \end{cases} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{original~polynomial}{a ( x +5 )( x -3 )( x -3 ) = \stackrel{0}{y}}\hspace{5em}\textit{we also know that } \begin{cases} x=0\\ y=9 \end{cases} \\\\\\ a ( 0 +5 )( 0 -3 )( 0 -3 ) = 9\implies 45a=9\implies a=\cfrac{9}{45}\implies a=\cfrac{1}{5} \\\\[-0.35em] ~\dotfill\)

\(\cfrac{1}{5}(x+5)(x-3)^2=y\implies \cfrac{1}{5}(x+5)(x^2-6x+9)=y \\\\\\ \cfrac{1}{5}(x^3-x^2-21x+45)=y\implies {\Large \begin{array}{llll} \cfrac{x^3}{5}-\cfrac{x^2}{5}-\cfrac{21x}{5}+9=y \end{array}}\)

Check the picture below.

The maximal flow in the given graph is 4.Based on the given information, the maximal flow in the graph is 4.

To solve the maximal flow problem, we can use the Ford-Fulkerson algorithm or any other suitable algorithm like the Edmonds-Karp algorithm. However, since the graph provided is not clear, I will assume that the numbers in parentheses represent the capacities of the edges.

We start with an initial flow of 0 in all edges. Then, we iteratively find augmenting paths from the source (1,0) to the sink (3,2) until no more paths can be found.

One possible augmenting path is (1,0) -> (2,0) -> (3,0) -> (4,4) -> (4,2) -> (5,2) -> (5,4) -> (3,2). The minimum capacity along this path is 4, so we can increase the flow by 4 units.

After updating the flow, the residual capacities of the edges will change. However, without the actual capacities of the edges, it is not possible to determine the exact residual capacities and find the next augmenting path. Hence, further calculations and iterations cannot be performed without the complete graph information.

Based on the given information, the maximal flow in the graph is 4. However, additional details are required to provide a comprehensive solution and determine the exact flow values for all edges in the graph.

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A ray is a part of a line that starts at a point (called the endpoint) and extends infinitely in one direction. An angle is formed when two rays share a common endpoint (vertex).

A ray has one endpoint: A ray is a one-dimensional figure that starts at a single point (the endpoint) and extends infinitely in one direction. On the other hand, an angle is formed by two rays, each with its own endpoint, meeting at a common vertex.

An angle is two rays: As mentioned earlier, an angle is created when two rays share a common endpoint. The two rays are referred to as the sides of the angle, and the endpoint they share is called the vertex.

The measure of an angle is determined by the amount of rotation: The measure of an angle is not dependent on the lengths of its sides but rather on the amount of rotation between its two rays. To measure an angle, we compare it to a standard unit of angle measurement, usually degrees. One full rotation (360 degrees) corresponds to a complete circle, and angles are measured based on the fraction of a full circle they represent.

The measure of an angle remains the same at all distances from its vertex: The measure of an angle is independent of the length of its sides or how far away an observer is from the vertex. For example, a 60-degree angle remains a 60-degree angle whether you look at it from up close or from a distance. This is because the measure of an angle depends only on the relative positions of its two rays, not on the size of the shape it forms.

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Answer:

its 3

Step-by-step explanation:

its 3 because the tree helps you fart

The value of E, determined by the equation E = IR with I = 5 - 2i and R = 7 + 4i, is 43 + 6i.

To find the value of E using the equation E = IR, where I = 5 - 2i and R = 7 + 4i, we can substitute the given values and perform the multiplication.

E = (5 - 2i)(7 + 4i)

Expanding the expression using FOIL (First, Outer, Inner, Last):

E = 5 * 7 + 5 * 4i - 2i * 7 - 2i * 4i

Simplifying further:

E = 35 + 20i - 14i - \(8i^2\)

Since\(i^2\) = -1, we can substitute the value:

E = 35 + 20i - 14i - 8(-1)

E = 35 + 20i - 14i + 8

Combining like terms:

E = 43 + 6i

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Answer:

49°

Step-by-step explanation:

The sum of the exterior angles of a polygon = 360°

let x be the other exterior angle then sum and equate to 360

37 + 84 + 49 + 38 + 35 + 68 + x = 360

311 + x = 360 ( subtract 311 from both sides )

x = 49

The other exterior angle = 49°

The lines to use to solve the equation are y = –3x – 2  and y = 2x + 8

The graph of the line is attached

From the question, we have the following parameters that can be used in our computation:

–3x – 2 = 2x + 8

The above equation can be splitted by introducing the variable y

using the above as a guide, we have the following:

y = –3x – 2

y = 2x + 8

This means that the lines to use to solve the equation are y = –3x – 2  and y = 2x + 8

The graph of the line is added as an attachment

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Answer:

I dont know

Step-by-step explanation:

I really dont’ sorry

Length of the missing side is 13 cm.

What do you mean by composite figure?

A figure (or form) is referred to as a composite figure if it can be subdivided into more than one of the fundamental figures (or shape).

By breaking the composite figure up into basic figures and then applying the appropriate area formula to each basic figure, the area of the composite figure may be computed.

Given figure is a trapezium.

Height of trapezium = 5 cm

Length of one parallel side = 9 cm

Length of second parallel side = x

It is given that area of trapezium is 55 square cm.

Using the formula for area of trapezium

Area of trapezium = \(\frac{1}{2}\) × (a+b) × h

where a,b are length of parallel sides and h be the height of the trapezium.

Area of trapezium = 55 square cm

\(\frac{1}{2}\) × (9 + x) × 5 = 55

9 + x = \(\frac{55 \times 2}{5}\)

9 + x = 22

x = 22 - 9

x = 13

Therefore, length of the missing side is 13 cm.

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Answer:

the eero is on date in answer 'c' because the date of kangaroo is in an arrangement form

Answer:

14/3/2024 is on a Thursday, but it is the second Thursday, not the third.  

Step-by-step explanation:

If the first Thursday falls on March 1, the soonest the third Thursday could occur is 7+7+1 = March 15.

Isaac will get approximately 9.46 quetzals for his 100 reais.

Given:

Spot rate on the GTQ/₡ cross rate: GTQ 10.5799 = ₡1.00

To find the Brazilian reais/Guatemalan quetzal cross rate:

GTQ/R$ = 1 / (GTQ/₡)

GTQ/R$ = 1 / 10.5799

GTQ/R$ = 0.09461

Therefore, the Brazilian reais/Guatemalan quetzal cross rate is approximately 0.0946.

To calculate how many quetzals Isaac will get for his reais, we need to multiply the number of reais by the cross rate.

Let's assume Isaac has 100 reais:

Quetzals = Reais * GTQ/R$

Quetzals = 100 * 0.0946

Quetzals = 9.46

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70.65 cubic inches of the treasure chest is taken up by the coins. Option B is the correct option.

What is π in math?

The ratio of a circle's diameter to its circumference, or "pi," is a mathematical constant that is roughly equal to 3.14159 (/pa/; also written as "pi"). Numerous mathematical and physics formulas contain the number. It is an irrational number, meaning that although fractions like 22/7 are frequently used to approximate it, it cannot be expressed exactly as a ratio of two integers.

Given that the radius of a coin is 1.2 inches and the height of the coin is  0.0625 inches.

The shape of the coin is a cylindrical in shape.

The volume of a cylinder is ∏r²h, where r is the radius of the coin and h is the height.

The volume of a coin is 3.14×1.2²×0.0625 = 0.2826  in³.

The number of coins is 250.

Multiply 250 by 0.2826 in³ to find the volume of 250 coins:

250×0.2826 in³ = 70.65 in³

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If Lucinda used a random selection method, made an effort to ensure that the sample is representative, and the sample size is large enough, then it's possible that the sample is indeed random.

what are perpendicular lines?

Perpendicular lines are two lines that intersect at a 90-degree angle, forming four right angles at the point of intersection. In other words, if you were to draw a perpendicular line from one of the lines to the other at their point of intersection, it would form a right angle with each of the original lines.

Without having access to more information about how Lucinda selected the sample of students, it's difficult to determine whether or not the sample is truly random.

However, there are a few things that we can consider when trying to determine whether or not the sample is random. For example:

Did Lucinda use a random selection method to choose the students? If she simply surveyed her friends or classmates, for example, the sample would not be random.

Did Lucinda make any effort to ensure that the sample is representative of the larger population of students? For example, did she make sure to include students from a variety of grades, genders, and ethnic backgrounds.

Therefore, if Lucinda used a random selection method, and made an effort to ensure that the sample is representative, and the sample size is large enough, then it's possible that the sample is indeed random.

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I don't think this question is complete but here's ur answer