Riley was a spectator at his town's air guitar competition. Contestants were allowed to play either the acoustic or electric air guitar, but not both. Riley recorded which type of guitar each contestant played. He also counted the number of contestants wearing different kinds of pants, as there were some interesting stylistic choices.

What is the conditional probability that a randomly selected contestant played an acoustic guitar, given they wore leather pants?
show all steps

Answer:

-5x - 1  

Step-by-step explanation:

\(-(5x+1)\\\\-5x-1\\\\\left \{ {{-1*5x=-5x} \atop {-1*1=-1}} \right.\)

Hope this helps.

The daily percentage rate (DPR) for the given Annual Percentage Rate (APR) on credit card is 17.8% is equal to 0.048%.

Given the Annual Percentage Rate (APR) on credit card is 17.8%.

Now, we need to find the daily percentage rate (DPR) for the given yearly percentage on credit card.

To find your current annual percentage rate, look at your monthly statements. To determine the daily percentage rate (DPR), divide the annual percentage rate (APR) by 365 (the number of days in a year).

So, given APR = 17.8%

Now, daily percentage rate will be:

⇒ Daily percentage rate = Annual Percentage Rate ÷ 365

⇒ DPR = APR / 365

⇒ DPR = 17.8% ÷ 365

⇒ DPR = 0.048%

Therefore, daily percentage rate (DPR) is equal to 0.048%.

Learn more about Percentage rates:

https://brainly.com/question/10795072

#SPJ1

Given statement solution is :- Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

3.1 Activity: Procedural and Conceptual Understanding in Action

Content Area: Fractions

Problem: Comparing Fractions

Objective: Students will demonstrate both procedural and conceptual understanding of comparing fractions.

Activity Steps:

Begin by introducing the concept of fractions and reviewing the basic procedures for comparing fractions (e.g., finding a common denominator, cross-multiplying).

Provide students with a set of fraction comparison problems (e.g., 2/3 vs. 3/4, 5/8 vs. 7/12) and ask them to solve the problems using the traditional procedural approach.

After students have solved the problems procedurally, engage them in a group discussion to explore the underlying concepts and relationships between fractions. Ask questions such as:

What does it mean for one fraction to be greater than or less than another?

Can you explain why we need a common denominator when comparing fractions?

How can you visually represent and compare fractions to better understand their relative sizes?

Introduce visual aids, such as fraction bars or manipulatives, to help students visualize the fractions and compare them conceptually. Encourage students to reason and explain their thinking.

Have students revisit the fraction comparison problems and solve them again, this time using the conceptual understanding gained from the group discussion and visual aids.

Compare the students' procedural solutions with their conceptual solutions, and discuss the similarities and differences.

Conclude the activity by emphasizing the importance of both procedural and conceptual understanding in solving fraction comparison problems effectively.

By incorporating both procedural and conceptual approaches, this activity allows students to develop a deeper understanding of comparing fractions. The procedural approach provides them with the necessary steps to solve problems efficiently, while the conceptual approach helps them grasp the underlying principles and relationships involved in fraction comparison.

3.2 Example: Conceptual Knowledge vs. Procedural Knowledge

Conceptual knowledge refers to the understanding of underlying concepts, principles, and relationships within a domain, whereas procedural knowledge focuses on knowing the specific steps or procedures to perform a task without necessarily understanding the underlying concepts.

Example: Division of Fractions

Conceptual Knowledge: Understanding the concept of division as the inverse operation of multiplication, and recognizing that dividing fractions is equivalent to multiplying by the reciprocal of the divisor. This understanding allows for generalization and application of division concepts to various fractions.

Procedural Knowledge: Following the specific steps to divide fractions, such as "invert the divisor and multiply" or "keep-change-flip" method. This knowledge involves applying the procedure without necessarily grasping the underlying concept or reasoning behind it.

In this example, Math Proficiency conceptual knowledge involves understanding the fundamental concept of division and its relationship to fractions, enabling flexibility in solving division problems with different fractions. Procedural knowledge, on the other hand, focuses on following a specific set of steps to achieve a correct solution without necessarily comprehending the underlying concept.

For such more questions on Math Proficiency

https://brainly.com/question/16149651

#SPJ8

Answer:

1008 in

Step-by-step explanation:

84x12=1008

84 feet times 12 inches because 12 inches is a foot.

so 84 feet times 12 inches gets your answer. 84 times 12=1008

make sense?

Answer:

12 inches

So, we are going to let "x" be the height inches (in the model) of a 84 foot building.

According to the information that was given we know that the height of a two-story building is 21 feet and in the scale model its height is 3 inches.Knowing this, we can set up the following proportion:  

3/21 = x/84

The final step is to solve for "x" in order to calculate its value. We get that this is:    3/21 =x/84

(84) (3/21) = x

So , an 84 foot building will be 12 inches tall in the model.

(when I do the "3/21 it doesn't mean divide it's a fraction"

Answer:

(7)(7)(1)=49 mm^3

Step-by-step explanation:

Answer:

49mm³

Step-by-step explanation:

\(v = 7mm \times 7mm \times 1mm = 49m {m}^{3} \)

Answer:

-16.15

Step-by-step explanation:

the variable in the equation means that it is ever changing, in this case, ever decreasing.

Answer:

the value of y is 3 more than twice x

Step-by-step explanation:

we find the slope is 2 because 4/2=2

y=2x+b

we put in the first point (1,5)

5=2+b

b=3

y=2x+3

Answer:

i think its c

Step-by-step explanation:

because 4 times 1 is 4 and if u add 1 than u get 5 which is y

im not sure if this is right lmk

After solving the quadratic equation, the roots are (x - 2) and (x + 7).

To determine values for various parameters, quadratic functions are employed in a variety of engineering and scientific disciplines. A parabola is used to graphically illustrate them.

The direction of the curve is determined by the highest degree coefficient. Quadratic is a derivative of the term quad, which signifies square.

As per the given equation in the question,

x² + 5x - 14 = 0

b² - 4ac

5² - 4(1)(-14)

25 + 56 = 81

Use the equation,

-b ± \(\sqrt{b^2-4ac}/2a\)

Substitute the values,

(-5 + 9)/2 = 2 and,

(-5 - 9)/2 = -7

Therefore, the root will be (x - 2) and (x + 7).

To know more about quadratic functions:

https://brainly.com/question/27958964

#SPJ1

Answer:

36

Step-by-step explanation:

You can write the quadratic function y = ax^2 + bx + c in the vertex form y = a(x - h)^2 + k

The standard form of the quadratic function is

y = ax^2 + bx + c

Where a, b and c are numbers not equal to zero

The graph of the quadratic function is parabola.

Therefore the parabola or the quadratic function can be expressed in terms of vertex form

The standard from of vertex from is

y = a(x - h)^2 + k

Where a is the constant that tell the whether the parabola is facing up or down

(h, k) is the coordinates of the vertex of the parabola

h = -b / 2a

k = f(h)

Therefore, it is possible to write a quadratic function in vertex form

Learn more about vertex form here

brainly.com/question/13921516

#SPJ4

Answer:

the answer is the letter A

Answer:

A

Step-by-step explanation:

It's A because -6 * 2 equals -12 which is less than zero

Answer:

2.45

Step-by-step explanation:

Given that :

α = 0.05

Larger sample variance= numerator, sample size = 9

Smaller sample variance = denominator, sample size = 21

Hence,

DFnumerator = n - 1 = 9 - 1 = 8

DFdenominator = n - 1 = 21 - 1 = 20

Critical value for upper tail test using the F distribution table at α = 0.05 ; DFnumerator on horizontal ; Df denominator as vertical ;

F critical = 2.447

F critical = 2.45

Based on the scenario given, the equation to describe the situation will be: c + 125 + 89 = 500 and 286 cards need to be collected.

Number of cards given by grandfather = 125 cards

Number of cards that will be given by father = 89 cards

Therefore, based on the information given, the equation to describe the situation will be:

c + 125 + 89 = 500

Therefore, we can then use the equation to calculate the number of cards that need to be collected. This will be:

c + 125 + 89 = 500

c + 214 = 500

c = 500 - 214

c = 286

Therefore, the person needs to collect 286 cards.

Read related link on:

https://brainly.com/question/24910157

Answer:

108 feet

Step-by-step explanation:

multiply both 6 and 8 by 1.5 then bultiply the new awnsers of 9 and 12 together to get 108

Answer:

y = -3x + 10

Step-by-step explanation:

slope of perpendicular line = -3

y-1 = -3(x-3)

y-1 = -3x + 9

y = -3x + 9 + 1

y = -3x + 10

Answer:

13n+2

Step-by-step explanation:

find the difference between the numbers which is 13

》13n

from 13 to 15 you add 2

》13n+2

Answer:

39cm

Step-by-step explanation:

7+7+7+9+9 = 39 - hope this works: )

Answer:

Step-by-step explanation:

I think it's the loan balances decreases $500 per month because every month it starts decreasing down by 500

Answer:

Answer is B

Step-by-step explanation:

The solution to the integration of the function given, ∫√(5x - 1) dx, is:

\(\frac{2}{15}(5x-1)^{3/2} + C\)

To solve the integral of:

√(5x - 1) dx

we can use a u-substitution.

Let u = 5x - 1, then:

du = 5 dx

dx = du/5

Now we can rewrite the integral in terms of u:

∫√(5x - 1) dx = ∫√u * (du/5)

Simplifying the integral:

(1/5) ∫√u du

Integrating √u:

(1/5) * (2/3) * u^(3/2) + C

Where C is the constant of integration

Substituting back u = 5x - 1:

(2/15) * (5x - 1)^(3/2) + C

Therefore, the solution to the integral of √(5x - 1) dx is:

\(\frac{2}{15}(5x-1)^{3/2} + C\)

Learn more about integration here:

https://brainly.com/question/27419605

#SPJ1

Answer: b. (4 + 2i)(3 – 5i) = (3 – 5i)(4 + 2i)

Step-by-step explanation:

i took the test

The commutative property is shown by (4 + 2i)(3 – 5i) = (3 – 5i)(4 + 2i).

In the first option, it is given that:

(4 + 2i) = (2i + 4)

In this we can see that there is no multiplication between two complex numbers instead, it shows the addition. Hence this shows the commutative property of addition.

In the third option, it is given that:

(4 + 2i)(3 – 5i) = (4 + 2i)(3 – 5i)

Here we can see that there is multiplication between the two complex numbers but the order of multiplication is same on both the sides, hence this does not show the commutative property of multiplication.

In the fourth option, it is given that:

(4 + 2i) = (4 + 2i + 0)

We can clearly see there is no multiplication in this equation, hence this does not follow the commutative property of multiplication.

In the second option, it is given that:

(4 + 2i)(3 – 5i) = (3 – 5i)(4 + 2i)

Here we can see that, there is multiplication between two complex numbers and the order of multiplication is also different on one side, this clearly follows the commutative property of multiplication.

Therefore, the second option i.e. (4 + 2i)(3 – 5i) = (3 – 5i)(4 + 2i) is the correct example of the commutative property of multiplication.

Lear more about the Properties of a complex numbers on: https://brainly.com/question/2781950?referrer=searchResults

#SPJ2

The rate of change is the ratio between to changes.

The first change is the degrees outside and this happens in 5 hours, which is the second change.

However, we need to notice that the 10 degrees is a drop, that is, it decreases. This means that the change in temperature is negative.

So, we have:

So, the rate of change is -2 °\h, that is, -2 degrees per hour.

After cοmpleting the task, we can state that The whοle number clοsest tο  expressiοn 7.141 is 7. Therefοre, √51 is clοsest tο the whοle number 7.

The whοle numbers are the part οf the number system which includes all the pοsitive integers frοm 0 tο infinity. These numbers exist in the number line. Hence, they are all real numbers. We can say, all the whοle numbers are real numbers, but nοt all the real numbers are whοle numbers.

Thus, we can define whοle numbers as the set οf natural numbers and 0. Integers are the set οf whοle numbers and negative οf natural numbers. Hence, integers include bοth pοsitive and negative numbers including 0. Real numbers are the set οf all these types οf numbers, i.e., natural numbers, whοle numbers, integers and fractiοns.

√51 is apprοximately equal tο 7.141. The whοle number clοsest tο 7.141 is 7.

Therefοre, √51 is clοsest tο the whοle number 7.

To know more about whole number visit :-

https://brainly.com/question/29766862

#SPJ1

Maria’s vegetable garden measures 5⅔ feet by 6⅚ feet. 38.72 feet² is the area of the garden. This can be solved using the concept of the area of rectangle.

A rectangle is a sort of quadrilateral with parallel sides that are equal to one another and four vertices that are all 90 degrees apart. Because of this, it is also known as an equiangular quadrilateral. Because the opposing sides of a rectangle are equal and parallel, it can also be referred to as a parallelogram.

Each and every square is a rectangle since it is a quadrilateral with right angles on all four sides. But not all rectangles are squares; for a shape to be a square, all of its sides must have the same length.

So a square is also a rectangle and a rhombus. There is no square shape in the rectangle or rhombus. The trapezium shape is a parallelogram.

Maria’s vegetable garden measures 5⅔ feet by 6⅚ feet.

So, it is a rectangular garden.

Now, area = 5⅔ feet × 6⅚ feet

or, area = 17/3 feet × 41/6 feet

or, area = 697 /18 feet²

or, area = 38.72 feet²

To know more about area of rectangle refer to:

https://brainly.com/question/2607596

#SPJ1

Answer:

  angle PQS = 53°

Step-by-step explanation:

You want the measure of angle PQS given that right angle PQR is divided into angles PQS = 4+7a and SQR = 9+4a.

The angle addition theorem tells you the whole is the sum of the parts:

  ∠PQR = ∠PQS +∠SQR

  90° = (4 +7a)° +(9 +4a)°

  0 = -77 +11a . . . . . . . . . . divide by ° and subtract 90

  7 = a . . . . . . . . . . . . . . add 77 and divide by 11

The measure of angle PQS is ...

  ∠PQS = (4 +7·7)° = 53°

<95141404393>

The LCM of A = 3² × 5⁴ × 7 and B = 3⁴ × 5³ × 7 × 11 is 3898125 using Prime factorization.

Given are two numbers which are showed in the prime factorized form.

A = 3² × 5⁴ × 7

B = 3⁴ × 5³ × 7 × 11

Prime factorization is the factorization of a number in terms of prime numbers.

In order to find the LCM of these two numbers, we have to first match the common primes and write down vertically when possible and then bring down the primes in each column.

A = 3² ×         5³ × 5 × 7

B = 3² × 3² × 5³ ×       7 × 11

Bring down the primes in each column.

LCM = 3² × 3² × 5³ × 5 × 7 × 11

        = 3898125

Hence the LCM is 3898125.

Learn more about LCM here :

https://brainly.com/question/6756370

#SPJ1

Answer:

3/2

Step-by-step explanation:

Find the inverse function of f(x) = 2x + 5:

1.  Replace "f(x)" with "y:"  y = 2x + 5

2. Interchange x and y:  x = 2y + 5

3. Solve for y:  2y = x - 5, or y = (x - 5)/2

Then f^(-1)(8) = (8 - 5)/2, or 3/2

The area of a square inscribed in a circle is 25, then the area of the circle is 25π/2 or approximately 39.27 square units.

To solve this problem, we can use the relationship between the area of a square inscribed in a circle and the area of the circle itself.

When a square is inscribed in a circle, the diagonal of the square is equal to the diameter of the circle. Let's assume that the side length of the square is 's' and the radius of the circle is 'r'.

We are given that the area of the square is 25, so we can find the side length of the square:

Area of square = \(s^2 = 25\)

Taking the square root of both sides, we get:

s = √25 = 5

Since the diagonal of the square is equal to the diameter of the circle, we can find the diameter of the circle:

Diagonal = Diameter = s√2 = 5√2

The radius of the circle is half the diameter, so:

Radius = 5√2 / 2 = (5√2)/2

Now, we can calculate the area of the circle using the formula:

Area of circle = \(\pi r^2\)

Substituting the value of the radius, we get:

Area of circle = π((5√2)/\(2)^2\) = π(25/2) = 25π/2

Therefore, the area of the circle is 25π/2 or approximately 39.27 square units.

For more question on square visit:

https://brainly.com/question/428672

#SPJ8

There are 9444 men and 24555 females are present.

The fractional bar is a horizontal bar that divides the numerator and denominator of every fraction into these two halves.

Given:

Total students = 34000

For every 5 male students there are 13 female students.

So, the number men are

= 5/18 x 34000

= 9444

and, number of women

= 13/ 18 x 34000

= 24, 555.

learn learn more about Fraction here:

https://brainly.com/question/10354322

#SPJ9

The question attached here is in other language whose translation is given below.

In a school for every 5 male students there are 13 female students. If the total number of students is 34,000, how many men and women are there?

The number scale for the map is 1 : (Distance on map / 459).

Let's assume the distance on the map is represented by 'x'. The actual distance between Durban and East London is given as 459 km.

We can set up the ratio:

Distance on map : Actual distance = x : 459

Since we want to find the number scale in the form 1 : __,

we need to express the ratio in terms of 1.

we divide both sides of the ratio by the actual distance:

(x / 459) = (Distance on map / 459) : (Actual distance / 459)

(x / 459) = (Distance on map / 459) : 1

From this, we can conclude that the number scale for the map is:

1 : (Distance on map / 459)

Therefore, the number scale for the map is 1 : (Distance on map / 459).

To learn more on Ratios click:

https://brainly.com/question/1504221

#SPJ1

9514 1404 393

Answer:

  \((S)\cdot(H)\cdot(E)\cdot(e)\cdot(\theta)\cdot(\epsilon+1+1)\cdot(\xi)\cdot(s)\cdot(h)\)

Step-by-step explanation:

The inverse function of fun(x) is indicated using a -1 exponent. That is ...

  \(\text{fun}(\text{fun}^{-1}(x)) = x\\\text{fun}^{-1}(\text{fun}(x)) = x\)

The usual trig identities apply:

  sin²(x) +cos²(x) = 1

  sec²(x) -tan²(x) = 1

  sin(x) = 1/csc(x)

__

So, the expression simplifies to ...

  \((S)\cdot(H)\cdot(E)\cdot(e)\cdot(\theta)\cdot(\epsilon+1+1)\cdot(\xi)\cdot(s)\cdot(h)\)