What is the probability of rolling doubles (two with the same number) on a 6-sided die? pls help ​

The point slope form is y-y1 = m(x-x1).  

In your case, you have a slope of -5/7, so that gives you

    y - y1 = -5/7 (x - x1)

Since you didn't have a graph included or state the point the graph needs to go through, I have to leave that last step to you, to plug in the x and y-values for the point in for x1 and y1.

         y - (fill in y1 here) = -5/7 (x - (fill in x1 here) )

Average speed going to work is 50 mph.

Let's assume that the average speed going to work is "x" miles per hour.

Since you can travel to work in the same time it takes for you to make it 28 miles on the trip back home, we can set up an equation using the formula:

time = distance / speed

The time it takes to travel 35 miles to work is:

time to work = 35 / x

The time it takes to travel 28 miles on the return trip is:

time to return = 28 / (x - 10)

We know that both times are equal, so we can set them equal to each other and solve for "x":

\(35 / x = 28 / (x - 10)\)

Multiplying both sides by x(x - 10), we get:

\(35(x - 10) = 28x\)

Expanding the left side and simplifying, we get:

\(35x - 350 = 28x\)

\(7x = 35\)

\(x = 50\)

Therefore, your average speed going to work is 50 miles per hour.

To solve this problem, we used the formula for speed, distance, and time. We t up an equation using the fact that the time it takes to travel to work is equal to the time it takes to travel 28 miles on the return trip. We then solved for the average speed going to work by setting the two times equal to each other and solving for "x". Finally, we found that the average speed going to work is 50 miles per hour.

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Based on the graph, the following statements are true:

A. The domain is the set of all real numbers.

D. The range is the set of all real numbers greater than or equal to zero.

The graph demonstrates that the function will always produce a real number larger than or equal to zero regardless of the real number used as an input. The set of all real numbers constitutes the domain, whereas the set of all real numbers larger than or equal to zero constitutes the range. The other two claims are false. The range is neither the set of all real numbers, nor is the domain restricted to real numbers larger than or equal to zero.

As a result, the right responses are A and D.

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To calculate the Value-at-Risk (VaR) for this investment at a 99% confidence level, we need to determine the loss amount that will be exceeded with a probability of only 1% (i.e., the worst-case loss that will occur with a 1% chance).

Given that there is a 0.5% chance of a loss of $10 million and a 99.5% chance of a loss of $1 million, we can express this as:

Loss Amount | Probability

$10 million | 0.5%

$1 million | 99.5%

To calculate the VaR, we need to find the loss amount that corresponds to the 1% probability threshold. Since the loss of $10 million has a probability of 0.5%, it is less likely to occur than the 1% threshold. Therefore, we can ignore the $10 million loss in this calculation.

The loss of $1 million has a probability of 99.5%, which is higher than the 1% threshold. This means that there is a 1% chance of the loss exceeding $1 million.

Therefore, the Value-at-Risk (VaR) for this investment at a 99% confidence level is $1 million.

The Value-at-Risk (VaR) for this investment at a 99% confidence level is $1,045,000.

To calculate the Value-at-Risk (VaR) for this investment at a 99% confidence level, we need to determine the loss amount that will be exceeded with only a 1% chance.

Given that the investment has a 0.5% chance of a loss of $10 million and a 99.5% chance of a loss of $1 million, we can calculate the VaR as follows:

VaR = (Probability of Loss of $10 million * Amount of Loss of $10 million) + (Probability of Loss of $1 million * Amount of Loss of $1 million)

VaR = (0.005 * $10,000,000) + (0.995 * $1,000,000)

VaR = $50,000 + $995,000

VaR = $1,045,000

Therefore, the Value-at-Risk (VaR) for this investment at a 99% confidence level is $1,045,000.

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Answer:

(2z + 5)(2z - 3)

Step-by-step explanation:

4z² + 4z - 15

4z² + 10z - 6z - 15

2z (2z + 5) - 3 (2z + 5)

(2z + 5)(2z - 3)

Answer:

(2z+5) (2z-3)

Step-by-step explanation:

First, multiply the first coefficient by the third.

4*-15=-60

Then find factors of -60 that add up to the middle term.

The factors are: -6 and 10-------> -6*10=-60 and -6+10=4 so -6 and 10 are the correct factors.

Break up the middle term with the factors that you got above. The new equation will be: 4\(z^{2}\)-6z+10z-15

Factor by grouping.

First, break the equation into two

(4\(z^{2}\)-6z) (10z-15)

Then, factor out the greatest number you can

2z(2z-3) 5(2z-3)

You are then left with a common binomial of 2z-3. COmbine the common binomial into 1 and combine the 2 numbers you factored out in the step above (2z and 5) The final equation will be this:

(2z+5) (2z-3)

Answer:

Step-by-step explanation:

(9 - 7)/(4 + 2) = 2/6 = 1/3 is the slope of the line

Answer:

5\(\sqrt{2}\)

Step-by-step explanation:

prime factorising 50 inside root,

\(\sqrt{50}\)=\(\sqrt{5*5*2}\)

      5*5 is a perfect square

    So root of 5*5(or 25) is 5.

Hence 5 comes outside and 2 remains in bracket.

=5\(\sqrt{2}\)

The length of the rectangle in centimeters is 15.60 cm.

The correct way to report the length of the rectangle in centimeters is 15.60 cm. To calculate the length of the rectangle, we must first calculate the distance between the two edges of the rectangle. To do this we can use the formula Distance = Final Position - Initial Position. Therefore, the distance between the two edges of the rectangle is 15.600 cm - 0 cm = 15.600 cm. This is the length of the rectangle, so the correct way to report the length of the rectangle in centimeters is 15.60 cm.

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In this equation x=18

Work Shown:

5x-12=3x+24

Add 12 to both sides

5x-12+12=3x+24+12

Simplify

5x=3x+36

Subtract 3x from both sides

5x-3x=3x+36-3x

Simplify

2x=36

Divide both sides by two

2x/2 = 36/2

Simplify

x=18

Answer:

x=18

Step-by-step explanation:

1. Add 12 to both sides

5x-12 +12 = 3x+24 +12

2. Simplify

5x=3x+36

3. Subtract -3x from both sides

5x-3x=3x+36-3x

4. Simplify

2x=36

5. Divide both sides by same factor (2)

2x/2=36/2

6. Simplify

ANSWER: x=18

Kindly check below.

1) Examining the expressions inside the tiles, we can tell that:

2) Based on this we can tell the following relationship of equivalence:

The Boolean expression that is not equivalent to the given expression "num * -1 ≥ 10" is option D: "NOT num * -1 < 10."

What is Boolean expression?

A Boolean expression is an expression or equation that evaluates to true or false. It includes the use of logical operators such as AND, OR, and NOT, as well as comparison operators such as equal to (=), greater than (>), less than (<), and more.

The Boolean expression that is not equivalent to the expression "num * -1 ≥ 10" is option D: "NOT num * -1 < 10."

Let's break down each option and evaluate its equivalence to the given expression:

A. (num < 0) AND (num * -1 = 10)

This expression checks if "num" is negative and if the absolute value of "num" is equal to 10. It does not directly represent the condition "num * -1 ≥ 10," so it is not equivalent.

B. (num < -10) OR (num = -10)

This expression checks if "num" is less than -10 or if "num" is exactly equal to -10. It also does not directly represent the condition "num * -1 ≥ 10," so it is not equivalent.

C. (num * -1 > 10) OR (num = -10)

This expression checks if the negative value of "num" is greater than 10 or if "num" is exactly equal to -10. Although it involves the negative value of "num," it represents the condition "num * -1 > 10" when "num" is positive. Therefore, it is equivalent to the given expression.

D. NOT num * -1 < 10

This expression checks if the negative value of "num" is not less than 10. While it involves the negative value of "num," it does not directly represent the condition "num * -1 ≥ 10." Additionally, the use of "NOT" operator flips the condition, which makes it different from the original expression. Hence, it is not equivalent.

Therefore, the Boolean expression that is not equivalent to the given expression "num * -1 ≥ 10" is option D: "NOT num * -1 < 10."

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Answer:

For x = height:

x(x + 20) = 576.

Step-by-step explanation:

The area is 576 cm^

Area = width * height

Let the height be x,  then the width is (x + 20) cm

So the expression for the area can be written

x(x + 20) = 576.

Answer:

x²   +  20x  -  576  =  0

Step-by-step explanation:

If x is height:

 width = (20 + x)

         area = width  x  height

         576  =  (20 + x)     x      x

         576  =  20x   + x²

      ∴ x²   +  20x  -  576  =  0

The statement many quantitative models of decision making are based on comparing a single measure of effectiveness, generally some form of utility to the decision maker is true. So, the correct optio is option a. true.

Many quantitative models of decision theory, such as Expected Utility Theory and also                                             Multi-Attribute Utility Theory, involve comparing a single measure of effectiveness, typically some form of utility, to the decision maker. This allows for the evaluation and comparison of different options based on their expected outcomes and potential risks.

It helps the decision maker determine the best course of action.

Decision theory is a branch of probability. It is concerned with analytic philosophy. It deals with the decision making processes based on probabilities depending on the various factors and the numerical consequences of the outcome.

Therefore, the statement about the decision theory based on comparing a single measure of effectiveness is true.

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Answer:

Equation of a line y = mx + c

m = slope

m = 2

Using point ( -4,3)

Equation of the line is

y - 3 = 2(x +4)

y - 3 = 2x + 8

y = 2x + 8 + 3

y = 2x + 11

Hope this helps.

Answer:

B. Y = 2x + 11

Step-by-step explanation:

Got it right on edg.

Answer:

hope this helps...

answer in the diagram

Answer:

8(x+9)=7

comment if you need anything else like solving for x

The probability that a student chosen randomly from the class passed the test or completed the homework is 20/27.

The probability that a student chosen randomly from the class passed the test or completed the homework is calculated as follows:

Let the probability that a student completed the homework be P(B).

Also, let the probability that a student passed the test be P(A)

P(A or B) = P(A) + P(B) - P(A * B)

From the data table:

The number of students who passed the test = 18

The number of students who completed the homework = 17

The number of students who both passed the test and completed the homework = 15.

Total number of students = 27

P(A) = 18/27

P(B) = 17/27

P(A*B) = 15/27

Therefore,

P(A or B) = 18/27 + 17/27 - 15/27

P(A or B) = 20/27

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Answer:

31

Step-by-step explanation:

Hope this helped

Distributive property states that A × (B + C) = AB + AC. are always equal.

According to the statement

we have to explain the distributive property over multiplication.

Distributive property is the multiplication property.

According to this property, it generalizes the Distributive Law and it tells us that the an expression which is given in form of A (B + C) can be solved as A × (B + C) = AB + AC.

It means that From distributive property

A × (B + C) = AB + AC.

These are always equal with each other.

Now we will explain with an example,

Let A = 2, B = 3 and C = 4

Then

2 × (3 + 4) = 2(3) + 2(4).

2 × (7) = 2(3) + 2(4).

14 = 6 + 8.

14 = 14.

It proves that the A × (B + C) = AB + AC.

So, Distributive property states that A × (B + C) = AB + AC. are always equal.

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Since girls and boys have equal probability, iin a family with four children, they have probability equal to

so, the probability of having 3 boys and 1 girls is

that is, the answer is 3/16 which is equal to 0.19.

Answer:

A

Step-by-step explanation:

I am 99.9% certain that this answer is A. It asks the Difference between point A and B. Difference = subtraction. So, C and D is automatically out of the Picture. I calculated A and A makes the most sense.

Step-by-step explanation:

The total number of cars=24

Number of black cars=12

Divide 12 by 24,multiplied by 100%

12÷24 ×100=50%

Therefore, 50% of the cars are black

Answer:

7.21

Step-by-step explanation:

There is a formula to find the area of a side of a rhombus given 2 diagonals.

It is:  \(\frac{\sqrt{p^{2}+q^{2} } }{2}\)

64 + 144 = 208

\(\sqrt{208}\) = 14.42

14.42 / 2 =

7.21

The tour company used the mean (average) as the measure of central tendency for their advertisement, stating that customers see on average nine whales per trip.

The measure of central tendency refers to a statistical value that represents the center or typical value of a dataset. There are different measures of central tendency, including the mean, median, and mode. In this case, the tour company used the mean to describe the average number of whales seen per trip.

To calculate the mean, we sum up all the observed values and divide it by the total number of observations. In this scenario, the customers saw 14, 2, 6, 18, 10, 5, and 8 whales during seven trips. Adding up these numbers gives a total of 63 whales. Dividing this sum by the number of trips (seven) gives us a mean of approximately nine whales per trip.

By using the mean as the measure of central tendency, the tour company aims to provide a representative value that represents the typical number of whales seen on their trips. However, it's important to note that the mean can be influenced by extreme values. In this case, the presence of the high value of 18 whales may slightly skew the mean compared to other measures of central tendency such as the median or mode.

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