The number of boys in a school is 334 more than the number of girls. If the total
strength of the school is 572, find the number of girls in the school?

Answer:

There are 10 marbles, 2 are yellow

The probability would be 2:10 but in simplest form 1:5

The probability of picking both the same = 1:5 x 1:5 = 1:25

Step-by-step explanation:

Answer:

Juanita and Esperanza run 400 meters and 8400 meters respectively and Evelyn make 4.125 laps.

Step-by-step explanation:

The complete question is: A telesecundaria school has a race track that measures one kilometer .

Three students ran the following distances Juanita: 1 laps, Esperanza  21 laps and Evelyn: 1650 m. How many meters did Juanita and Esperanza run?  And how many laps did Evelyn make?

As we know that 1 meter = 0.0025 laps

So, the number of laps Evelyn make = 1650 \(\times\) 0.0025

                                                             = 4.125 laps

Also, 1 lap = \(\frac{1}{0.0025}\) meters

        1 lap = 400 meters

So, the meters that Juanita run = 1 \(\times\) 400 = 400 meters

Similarly, the meters that Esperanza run = 21 \(\times\) 400

                                                                   = 8400 meters

Hence, Juanita and Esperanza run 400 meters and 8400 meters respectively and Evelyn make 4.125 laps.

Step-by-step explanation:

Refer to attachment.

Hope it helps.

Answer:

x = -3

y = -12

Step-by-step explanation:

y = 5x + 3                     y = x - 9

x - 9 = 5x + 3

-4x - 9 = 3

-4x = 12

x = -3

Now put in -3 for x and solve for y

y = -3 - 9

y = -12

Triangle QRT with coordinates Q(-2,-1), R(1,5), and T(-8,-4) is a scalene triangle.

To classify the triangle QRT by its sides, we need to find the lengths of its three sides and compare them. We can use the distance formula to calculate the length of each side

The length of RT = √[(1 - (-8))² + (5 - (-4))²] = √[9² + 9²]

= √[162]

= 9√(2) units

The length of QT = √[(-8 - (-2))² + (-4 - (-1))²]

= √[(-6)² + (-3)²]

= √[45]

= 3√(5) units

The length of QR = √[(1 - (-2))² + (5 - (-1))²]

= √[3² + 6²]

= √[45]

= 3√(5)

Since all three sides have different lengths, triangle QRT is scalene

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The given question is incomplete, the complete question is:

Given the coordinates, classify triangle QRT by its sides. Q(-2, -1), R(1,5), T(-8,-4)

Given:

number of salamanders = 5

number of crayfish = 3

number of minnows = 12

To find:

the probability of salamanders

To determine the P(salamanders), we will divide the number of salamanders by total animals

Total animals = 5 + 3 + 12

Total animals = 20

In decimal place:

Answer: 7.6 is the base

Step-by-step explanation: To find this, we work backwards. So, multiply the area by 2, then divide that by the height. That gets us the number 7.6 in this case. To test this, we can then follow the normal steps to getting area of a triangle

Answer:

7.6

Step-by-step explanation:

The screen shot below is your explanation.

Bayesian network analyzes if Lisa switched a coin during 8 flips by defining variables for each flip, probability of switch, and constructing a network to determine the switch probability.

A Bayesian network can be used to analyze whether Lisa managed to perform a coin switch during the eight coin flips. The Bayesian network will include the parameters of each of the coin flips and the probability of Lisa performing a switch.

First, each of the coin flips will be defined as a variable. The variable will have two values, heads or tails. The variable for the first coin flip will be X1, the second X2, and so on.

Next, the probability of Lisa performing a switch during any given coin flip will be defined as P(S). The probability of Lisa not performing a switch during any given coin flip will be defined as P(¬S).

Then, the joint probability of each coin flip and the probability of Lisa performing a switch will be defined as: P(X1, X2, …, X8, S).

Finally, the Bayesian network will be constructed. Each node will represent a single coin flip, and arrows between the nodes will indicate whether a switch was performed or not.

Using the Bayesian network, the probability of Lisa performing a switch during any given coin flip can be determined. This probability can then be used to answer the question of whether Lisa managed to perform a coin switch and when

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(a) The number 72% is a D. statistic.

(b) The unknown true percentage of American citizens who like ''real TV'' is a C. parameter.

It is related to statistics and parameters.

(a) The number 72% is a statistic because it represents a summary measure of the sample of individuals who participated in the phone-in poll.

A statistic is a numerical value calculated from a sample of data, and it is used to make inferences about the population from which the sample was drawn.

(b) The unknown true percentage of American citizens who like ''real TV'' is a parameter.

A parameter is a numerical characteristic of a population, such as a mean, proportion, or standard deviation, and it is typically unknown and estimated from sample data.

In this case, the percentage of all American citizens who like ''real TV'' is unknown and cannot be directly observed, so it is considered a parameter.

The phone-in poll only represents a sample of individuals who called in to the newspaper and cannot be used to estimate the parameter for the entire population.

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The constructed payoff matrix for the given card game includes the possible combinations of cards played by each player and the corresponding payoffs based on the rules of the game.

To construct a payoff matrix for the given card game, we need to consider all possible combinations of cards that can be played by each player and determine the corresponding payoffs based on the rules of the game.

Let's denote the red 5 as R5, the black 5 as B5, the red 3 as R3, and the red 2 as R2.

Player 1's options:

If Player 1 plays R5 and Player 2 plays R5 (matching colors), Player 1 wins the positive difference between the numbers: payoff = 5 - 5 = 0.

If Player 1 plays R5 and Player 2 plays B5 (non-matching colors), Player 2 wins the positive difference between the numbers: payoff = 5 - 5 = 0.

Player 2's options:

If Player 2 plays B5 and Player 1 plays R5 (non-matching colors), Player 2 wins the positive difference between the numbers: payoff = 5 - 5 = 0.

If Player 2 plays R3 and Player 1 plays R5 (matching colors), Player 1 wins the positive difference between the numbers: payoff = 5 - 3 = 2.

If Player 2 plays R2 and Player 1 plays R5 (matching colors), Player 1 wins the positive difference between the numbers: payoff = 5 - 2 = 3.

Constructing the payoff matrix:

   Player 1

   |  R5   |  B5  |

R5 | 0 | 0 |

B5 | 0 | 0 |

R3 | 2 | - |

R2 | 3 | - |

In the matrix, the rows represent Player 2's choices, and the columns represent Player 1's choices. The values in each cell represent the corresponding payoffs for Player 1.

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\(7\frac{1}{2}\implies 7.5\hspace{5em}1\frac{1}{4}\implies 1.25 \\\\[-0.35em] ~\dotfill\\\\ \stackrel{ \textit{Monday through Friday} }{\stackrel{ days }{(5)}\stackrel{ rate }{(10.80)}\stackrel{ hours }{(7.5)}}~~ + ~~\stackrel{ Saturday }{\stackrel{ days }{(1)}\stackrel{ rate }{(10.80)(1.25)}\stackrel{ hours }{(7.5)}} \\\\\\ 405~~ + ~~101.25\implies \text{\LARGE 506.25}\)

Answer:

d, e, f would be the answer but wait for someone to double check me

Answer:

yes it's d,. e,. f.

sorry if it is wrkbg

If the claim is true and the true mean battery life is 530 minutes, the probability of obtaining a sample mean greater than 533.2 minutes in a sample of 75 batteries is 0.0021 or about 0.21%.

To answer this question, we need to assume that we have a normal distribution for the battery life and know the population parameters. However, these parameters are not given in the question. Therefore, we will assume that the sample mean and standard deviation are 530 minutes and 10 minutes, respectively.

The standard error of the mean (SEM) is calculated as:

SEM = σ / sqrt(n)

where σ is the population standard deviation (unknown in this case), and n is the sample size.

Since we don't know the population standard deviation, we can estimate it using the sample standard deviation:

SEM = s / sqrt(n) = 10 / sqrt(75) = 1.1547

To find the probability that the mean battery life is greater than 533.2 minutes, we need to standardize the sample mean using the standard error of the mean:

z = (x - μ) / SEM = (533.2 - 530) / 1.1547 = 2.8663

where x is the sample mean, μ is the population mean (unknown in this case), and SEM is the standard error of the mean.

Using a standard normal distribution table or calculator, we can find the probability that a z-score is greater than 2.8663. The probability is approximately 0.0021.

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The calculated value of the correlation coefficient is not significant when the sample volume n = 10.

The calculated value of the correlation coefficient is 0.5 when the sample volume n = 10.

To check the hypothesis about significance of the correlation coefficient (α = 0.05), we will use the critical values of the correlation coefficient for a two-tailed test with a 5% significance level.

To check the hypothesis, we perform the following steps:

Null hypothesis (H0): There is no significant correlation between the two variables.

Alternate hypothesis (H1): There is a significant correlation between the two variables.

Critical values for a two-tailed test with a 5% significance level with n-2 degrees of freedom can be found in a table. The value of the correlation coefficient for n = 10 is 0.632. If the calculated value of the correlation coefficient is greater than 0.632, then the null hypothesis is rejected because the correlation coefficient is significant.

However, if the calculated value of the correlation coefficient is less than 0.632, then the null hypothesis is not rejected because the correlation coefficient is not significant. Here, the calculated value of the correlation coefficient is 0.5 which is less than 0.632, therefore, the null hypothesis is not rejected. Thus, the answer is not significant.

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The statement "If x = -10, then x² = 100" is false. When we square -10, we get 100, so the correct statement would be "If x = -10, then x² = 100."

The statement that is NOT true is:

If x = -10, then x² = 100.

The other three statements are all true:

If x² = 100, then x = 10.This is true because the square root of 100 is ±10, and when we take the square root, we consider the positive square root, which is 10.

If x = 10, then x² = 100. This is also true because when we square 10, we get 100.The statement x² = 100 if and only if x = 10 or x = -10 is true.

This statement is based on the fact that the square root of 100 is ±10, so when we square either 10 or -10, we get 100.

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Answer:

63753.8888

Step-by-step explanation:

Answer:

The solutions are:

\(x=0,\:x=-3,\:x=4\)

Step-by-step explanation:

Given the function

\(f(x) = x(x+3)(x - 4)\)

In order to determine the zeros of the function, we substitute f(x) = 0

\(0\:=\:x\left(x+3\right)\left(x\:-\:4\right)\)

switch sides

\(x\left(x+3\right)\left(x-4\right)=0\)

Using the zero factor principle

if ab=0, then a=0 or b=0 (or both a=0 and b=0)

\(x=0\quad \mathrm{or}\quad \:x+3=0\quad \mathrm{or}\quad \:x-4=0\)

Thus,

x = 0

and solving x + 3 = 0

x + 3 = 0

subtracting 3 from both sides

x + 3 - 3 = 0 - 3

x = -3

and solving x - 4 = 0

x - 4 = 0

x - 4 + 4 = 0 + 4

x = 4

Therefore, the solutions are:

\(x=0,\:x=-3,\:x=4\)

The ability to order items in a sequence, such as longest to shortest, is known as Seriation.

Seriation is a cognitive skill that involves arranging objects, events, or ideas in a particular order or sequence. It is a crucial aspect of cognitive development and is typically acquired during early childhood. Seriation is the ability to mentally order objects along a quantitative dimension, such as size, weight, or length.

Seriation involves comparing and ordering items based on specific criteria. For example, if given a group of objects of different lengths, a child who has developed seriation skills will be able to arrange the objects in order from shortest to longest. Similarly, if given a group of numbers, a child who has developed seriation skills will be able to arrange them in order from smallest to largest.

Seriation is an important cognitive skill that is used in various areas of life, including academic, professional, and personal domains. It allows individuals to organize information and ideas in a logical and meaningful way, which can facilitate more efficient processing and understanding of complex concepts.

Overall, seriation is a fundamental cognitive skill that plays a crucial role in various aspects of life, including problem-solving, decision-making, and organization. It is an essential skill that supports the development of higher-order thinking skills, such as analysis, evaluation, and synthesis.

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The power series representation of the function \(\( f(x) = \frac{10}{17x^4 + 3} \)\)

centered at x = 0 is: \(\[ f(x) = \sum_{n=0}^{\infty} \frac{30}{3} (-17x^4)^n \]\)

To find the power series representation of the function \(\( f(x) = \frac{10}{17x^4 + 3} \)\) centered at  x = 0 , we can express it as a geometric series.

First, let's rewrite the function as follows:

\(\[ f(x) = \frac{10}{17x^4 + 3} = \frac{10}{3(1 + \frac{17x^4}{3})} \]\)

Now, we can recognize that \(\( \frac{17x^4}{3} \)\) is the term that allows us to create a geometric series. We'll use the formula for the sum of an infinite geometric series to write the power series representation. The formula for the sum of an infinite geometric series is:

\(\[ S = \frac{a}{1 - r} \]\)

In this case,  a  represents the first term of the series and  r  represents the common ratio.

Let's define  a and  r  based on the term \(\( \frac{17x^4}{3} \)\):

\(\[ a = 1 \quad \text{(first term)} \]\)

\(\[ r = -\frac{17x^4}{3} \quad \text{(common ratio)} \]\)

Substituting these values into the formula, we have:

\(\[ S = \frac{1}{1 - \left(-\frac{17x^4}{3}\right)} \]\)

Now, we multiply the numerator and denominator by \( 3 \) to simplify the expression:

\(\[ S = \frac{3}{3 - (-17x^4)} \]\)

Expanding the denominator, we get:

\(\[ S = \frac{3}{3 + 17x^4} \]\)

Finally, multiplying the entire expression by \( 10 \) to match the original function, we obtain:

\(\[ f(x) = \frac{10}{17x^4 + 3} = \frac{30}{3 + 17x^4} \]\)

Therefore, the power series representation of  f(x) centered at x = 0 is:

\(\[ f(x) = \sum_{n=0}^{\infty} \frac{30}{3} (-17x^4)^n \]\)

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Answer:

-5

Step-by-step explanation:

slope is rise/run

so, the rise is -5, the 'run' is 1

so, -5

(1, 3), (2, 5), (3, 7) (4, 9) and (1, 3), (2, 3), (3, 3) (4, 3) are the relations that represent a function.  

A relation is a function if it has only One y-value for each x-value.

The given Relation is (1, 3), (2, 5), (2, 7) (4, 9)

The relation is not a function as 2 is repeated.

The given Relation is (1, 3), (2, 5), (3, 7) (4, 9)

The relation is a function as no number is repeated.

The given Relation is (1, 3), (1, 5), (1, 7) (4, 9)

The relation is not a function as 1 repeated.

The given Relation is (1, 3), (2, 3), (3, 3) (4, 3)

The relation is a function as no number is repeated.

The given Relation is (1, 2), (2, 5), (2, 1) (4, 5)

The relation is not a function as 2 repeated

Hence, (1, 3), (2, 5), (3, 7) (4, 9) and (1, 3), (2, 3), (3, 3) (4, 3) are the relations that represent a function.

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Answer:

Point D

8 3/5 = 40+3= 43

43÷5 = 8,6

........

Answer: A( – 4 + 2x = 6x – 4= x=0

Step-by-step explanation:  Solve  :    -4x = 0  

Multiply both sides of the equation by (-1) :  4x = 0

Divide both sides of the equation by 4:

                    x = 0

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\( \small{\star \boxed{ \tt \color{blue} volume \: of \: cone \: = \frac{1}{3}h\pi {r}^{2} }}\)

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hope it helps! :)

Answer:

The student didn't fully factorize out the terms to the least factor. He only collected some like terms but there was still more to collect and that's why the Teacher didn't give him full credit

Step-by-step explanation:

The original polynomial is;

4x²y^(5) - 8xy³

Now, if we want to completely factor this properly, we have to do it to the barest minimum.

Thus;

4xy³ is common to both terms so we can bring them out;

4xy³(xy² - 2)

Now this complete factorization is different from the one the student gave which is 2xy³(2xy³ - 4)

Thus, the student at best has factorized but only partly as it has not been reduced to the least of like terms.

Answer:

yes

Step-by-step explanation:

To determine if (- 8, - 7 ) is a solution to the equation

Substitute the values of x and y into the equation and if both sides are equal then it is a solution.

left side : 3(- 8) + 10 = - 24 + 10 = - 14

right side : 2y = 2(- 7) = - 14

Since both sides are - 14 then (- 8, - 7 ) is a solution to the equation.

Answer:

3/6 +6×7/12

3/6 +42/12

3/6 + 42÷2/12÷2

3/6+21/6

3+21/6

24/6

4

therefore answer is E. None

please give me brainlest

Answer :

Explanation:

Given equation,

\( \sf 4 \dfrac{3}{6} + 6 \dfrac{7}{12} \)

\( \sf \dfrac{27}{6} + \dfrac{79}{12} \)

By taking LCM

\( \sf \dfrac{54 + 79}{12}\)

\( \sf \dfrac{113}{12} \)

Option E is the answer.

For each of these problems, remember SOH-CAH-TOA.

Sine = opposite/hypotenuse

Cosine = adjacent/hypotenuse

Tangent = opposite/adjacent

5) Here we are looking for the cosine of the 30 degree angle. Cosine uses the adjacent side to the angle over the hypotenuse. Therefore, cos(30) = 43/50.

6) We have an unknown side length, of which is adjacent to 22 degrees, and the length of the hypotenuse. Since we know the adjacent side and the hypotenuse, we should use Cosine. Therefore, our equation to find the missing side length is cos(22) = x / 15.

7) When finding an angle, we always use the inverse of the trigonometry function we originally used. Therefore, if sin(A) = 12/15, then the inverse of that would be sin^-1 (12/15) = A.

8) We are again using an inverse trigonometry function here. We know the hypotenuse, as well as the side adjacent to the angle. Therefore, we should use the inverse cosine function. Using the inverse cosine function gives us cos^-1 (9/13) = 46 degrees.

Hope this helps!