what is the probability that neither of your two groupmates has studied any statistics? ____ (Round to four decimal places as needed.)

Answer:

1.02

Step-by-step explanation:

hopefully it helped

Answer:

Sorry now idea hopful someone else can help you

Step-by-step explanation:

Answer:

=

412

feet

Step-by-step explanation:

The angle of depression is always measured from the horizontal.

A triangle is formed by the lighthouse, the ground and the boat. The angle of depression is not in the triangle, but it is equal to the angle of elevation at the boat. (Alternate angles on parallel lines)

The angle at the top of the lighthouse, inside the triangle is:

90°−27°

=63°

The distance to the boat is the side opposite the angle of

63°

while the height of the lighthouse is the adjacent side.

opposite

adjacent

=tan 63°

distance

210=tan 63°

distance=210×tan 63°=412 feet

Answer:

breh

Step-by-step explanation:

♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

5) Go....

\(17 = 4x + 1\)

\(4x + 1 = 17\)

Subtract sides 1

\(4x + 1 - 1 = 17 - 1\)

\(4x = 16\)

Divide sides by 4

\( \frac{4x}{4} = \frac{16}{4} \\ \)

\(x = 4\)

_________________________________

6) Go...

\(2x - 2 = 16\)

Add sides 2

\(2x - 2 + 2 = 16 + 2\)

\(2x = 18\)

Divide sides by 2

\( \frac{2x}{2} = \frac{18}{2} \\ \)

\(x = 9\)

_________________________________

7) Go...

\(95 = 7x + 18\)

\(7x + 18 = 95\)

Subtract sides 18

\(7x + 18 - 18 = 95 - 18\)

\(7x = 77\)

Divide sides by 7

\( \frac{7x}{7} = \frac{77}{7} \\ \)

\(x = 11\)

_________________________________

8) Go...

\(78 + 9x - 6 = 180\)

\(9x + 72 = 180\)

Subtract sides 72

\(9x + 72 - 72 = 180 - 72\)

\(9x = 108\)

Divide sides by 9

\( \frac{9x}{9} = \frac{108}{9} \\ \)

\(x = 12\)

♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️♥️

Answer:

\((f-g)(x)=-x^{2}+2x+8\)

Step-by-step explanation:

\(\left( f-g\right) \left( x\right) =f\left( x\right) -g\left( x\right)\)

                \(=2x+1-\left( x^{2}-7\right)\)

                \(=2x+1-x^{2}+7\)

                \(=-x^{2}+2x+8\)

The domain of a graph is made up of all the input values displayed on the x-axis since the term "domain" refers to the set of potential input values. The y-axis on a graph indicates the available expected output, or range of graph.

What do you mean domain and range of a function?

The collection of all potential inputs and outputs constitutes a function's domain and range, respectively. The domain and range of a function are essential elements. The domain comprises all possible input values from the set of real numbers, whereas the range includes all of the function's output values.

According to the given question,

In the given question, we have to explain how we can find the domain and range of a graph equation and table.

In a table, the left and right columns, respectively, list the domain and range. Instead of thinking of the domain as the input values (x) and the range as the output values in a relation or function, consider them as one and the same (y).

The domain and range of functions can also be determined using graphs. Since the word "domain" refers to the set of possible input values, the domain of a graph is comprised of all the input values shown on the x-axis. An available expected output, or range, is shown on a graph by the y-axis.

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The domain of a graph is made up of all the input values displayed on the x-axis since the term "domain" refers to the set of potential input values. The y-axis on a graph indicates the available expected output, or range of graph.

What do you mean domain and range of a function?
The collection of all potential inputs and outputs constitutes a function's domain and range, respectively. The domain and range of a function are essential elements. The domain comprises all possible input values from the set of real numbers, whereas the range includes all of the function's output values.

According to the given question,
In the given question, we have to explain how we can find the domain and range of a graph equation and table.

In a table, the left and right columns, respectively, list the domain and range. Instead of thinking of the domain as the input values (x) and the range as the output values in a relation or function, consider them as one and the same (y).

The domain and range of functions can also be determined using graphs. Since the word "domain" refers to the set of possible input values, the domain of a graph is comprised of all the input values shown on the x-axis. An available expected output, or range, is shown on a graph by the y-axis.

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According to the question The probability that a New York teenager owns a skateboard or a bicycle is 0.82.

Let's denote the event of owning a skateboard as \(\(A\)\) and the event of owning a bicycle as \(\(B\).\)

We are given:

\(\(P(A) = 0.37\)\) (probability of owning a skateboard)

\(\(P(B) = 0.81\)\) (probability of owning a bicycle)

\(\(P(A \cap B) = 0.36\)\)  (probability of owning both skateboard and bicycle)

To find the probability that the teenager owns a skateboard or a bicycle    \((\(A \cup B\))\) , we can use the formula:

\(\[P(A \cup B) = P(A) + P(B) - P(A \cap B)\]\)

Substituting the given values:

\(\[P(A \cup B) = 0.37 + 0.81 - 0.36\]\)

Calculating:

\(\[P(A \cup B) = 0.82\]\)

Therefore, the probability that a New York teenager owns a skateboard or a bicycle is 0.82.

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The measure of m∠ABD in the figure shown is 19°.

Given:

∠BCD = 71°

In the figure, ΔABC is an isosceles triangle where AB = BC.

According to the Isosceles Triangle Theorem, an isosceles triangle has equal angles on either side of its equal sides.

So, ∠BAD = ∠BCD = 71°

The sum of angles in a triangle sums to 180°.

∠ABC + ∠BAD + ∠BCD = 180°

∠ABC + 71° + 71° = 180°

∠ABC + 142° = 180°

∠ABC = 180° - 142° = 38°

DB is the angle bisector of ∠ABC.

Now, ∠ABD = ∠CBD = 38°/2 = 19°

The measure of ∠ABD is 19°.

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Answer:

x=-5

Step-by-step explanation:

\(3x-7=7x+13\\\\3x-7+7=7x+13+7\\\\3x=7x+20\\\\3x-7x=7x+20-7x\\\\-4x=20\\\\\frac{-1}{4}(-4x) =\frac{-1}{4}(20)\\\\x=-5\)

Answer:

A subject and a predicate

Step-by-step explanation:

Have a good day :)

The equation for the height of the projectile after t seconds is:

h(t) = -16t^2 + 64t + 960

To find the number of seconds until the projectile returns to the ground, we need to find when h(t) = 0 (since the ground is at a height of 0). So we solve for t:

-16t^2 + 64t + 960 = 0

Dividing both sides by -16, we get:

t^2 - 4t - 60 = 0

We can factor this quadratic equation as:

(t - 10)(t + 6) = 0

So the possible values of t are t = 10 and t = -6.

However, t = -6 is not a valid solution since we're looking for the time it takes for the projectile to return to the ground, which must be a positive value. Therefore, the projectile will reach the ground in 10 seconds.

Answer: The projectile will reach the ground in 10 seconds.
To find the number of seconds until the projectile returns to the ground, we can use the equation for the height of a projectile as a function of time: h(t) = -16t² + v₀t + h₀, where h(t) is the height at time t, v₀ is the initial velocity (64 ft/s), and h₀ is the initial height (960 feet).

We want to find the time t when the projectile reaches the ground, which means h(t) = 0. So, we can set up the equation:

0 = -16t² + 64t + 960

To solve for t, you can use the quadratic formula:

t = (-b ± √(b² - 4ac)) / 2a

In this case, a = -16, b = 64, and c = 960. Plugging these values into the formula, we get:

t = (-64 ± √(64² - 4(-16)(960))) / (2(-16))

t ≈ 4.23 seconds and t ≈ 14.27 seconds

Since the projectile is launched upward, it will first return to the ground after the longer time period.

The projectile will reach the ground in approximately 14.27 seconds.

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Answer:

3

Step-by-step explanation:

3x3x3x3 = 81

Answer:

3

Step-by-step explanation:

the factors of 81 are

81 = 9 × 9 = 3 × 3 × 3 × 3 ( that is 3 multiplied by itself 4 times ) , then

\(\sqrt[4]{81}\) = 3

Answer:

The probability of flipping a coin three times and getting 3 tails is 1/8.

Step-by-step explanation:

Answer:

7 bracelets & 10 rings

Step-by-step explanation:

I sadly don’t have the explanation because I’m trying to find it but I only have the answer

Answer:

8.31

Step-by-step explanation:

Using the Pythagorean Theorem:

\(a^2+b^2=c^2\)

\(10^2+b^2=13^2\)

\(100+b^2=169\)

\(b^2=69\)

\(b = \sqrt{69}\)

\(b = 8.306623863\)

The side length for \(x\), rounded to the nearest hundredths, would be 8.31.

Answer:

1.20$

......................

Answer:

Q = 12 units

Step-by-step explanation:

Pythagoras’ Theorem

a² + b² = c²

(where a and b are the legs, and c is the hypotenuse, of a right triangle)

Given:

Substitute given values into the formula and solve for Q:

⇒ a² + b² = c²

⇒ 5² + Q² = 13²

⇒ 25 + Q² = 169

⇒ Q² = 169 - 25

⇒ Q² = 144

⇒ Q = √144

⇒ Q = 12 units

Answer:

Q = 12 units

Step-by-step explanation:

The failure load Qu(ei) per unit length of the foundation is estimated as: (a). For partially compensated type of loading, the estimated failure load is Qu(ei) = (1.54) MN/m.  (b). For reinforced type of loading, the estimated failure load is Qu(ei) = (2.32) MN/m.

Given the width B = (1.4) m, eccentricity e = (1.05) m, depth of foundation Df = 1 m, load inclination ß = (27°), cohesion c = 0, friction angle ϕ = 38° and unit weight γ = 17.5 kN/m³ of the sand deposit.

For partially compensated type of loading, the failure load can be estimated using the equation Qu(ei) = 2BcNc + BγNq + 0.5BγDfNγ, where Nc, Nq, and Nγ are bearing capacity factors. Substituting the given values, we get Qu(ei) = (1.54) MN/m.

For reinforced type of loading, the failure load can be estimated using the equation Qu(ei) = (Qu(max) - Qu(op)) + Qu(op)(Kp - 1)γr, where Qu(max) is the ultimate bearing capacity of the foundation, Qu(op) is the operating bearing capacity, Kp is the passive earth pressure coefficient, and γr is the unit weight of the reinforcement.

Substituting the given values, we get Qu(ei) = (2.32) MN/m.

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The values of function being changed according to the recursive formulae  a) f(1) = -6, f(2) = 12, f(3) = -24, f(4) = 48, and f(5) = -96, b)  f(1) = 16, f(2) = 55, f(3) = 172, f(4) = 523, and f(5) = 1576, c) f(1) = 1, f(2) = -3, f(3) = 13, f(4) = 141, and f(5) = 19597.

Let's find the values of f(1), f(2), f(3), f(4), and f(5) for each of the given recursive definitions:

(a) f(n+1) = -2f(n)

Using this recursive formula, we can calculate the values as follows:

f(1) = -2f(0) = -2(3) = -6

f(2) = -2f(1) = -2(-6) = 12

f(3) = -2f(2) = -2(12) = -24

f(4) = -2f(3) = -2(-24) = 48

f(5) = -2f(4) = -2(48) = -96

Therefore, f(1) = -6, f(2) = 12, f(3) = -24, f(4) = 48, and f(5) = -96.

(b) f(n+1) = 3f(n) + 7

Using this recursive formula, we can calculate the values as follows:

f(1) = 3f(0) + 7 = 3(3) + 7 = 9 + 7 = 16

f(2) = 3f(1) + 7 = 3(16) + 7 = 48 + 7 = 55

f(3) = 3f(2) + 7 = 3(55) + 7 = 165 + 7 = 172

f(4) = 3f(3) + 7 = 3(172) + 7 = 516 + 7 = 523

f(5) = 3f(4) + 7 = 3(523) + 7 = 1569 + 7 = 1576

Therefore, f(1) = 16, f(2) = 55, f(3) = 172, f(4) = 523, and f(5) = 1576.

(c) f(n+1) = f(n)² – 2f(n) – 2

Using this recursive formula, we can calculate the values as follows:

f(1) = f(0)²  - 2f(0) - 2 = 3²  - 2(3) - 2 = 9 - 6 - 2 = 1

f(2) = f(1)²  - 2f(1) - 2 = 1²  - 2(1) - 2 = 1 - 2 - 2 = -3

f(3) = f(2)²  - 2f(2) - 2 = (-3)²  - 2(-3) - 2 = 9 + 6 - 2 = 13

f(4) = f(3)²  - 2f(3) - 2 = 13²  - 2(13) - 2 = 169 - 26 - 2 = 141

f(5) = f(4)²  - 2f(4) - 2 = 141²  - 2(141) - 2 = 19881 - 282 - 2 = 19597

Therefore, f(1) = 1, f(2) = -3, f(3) = 13, f(4) = 141, and f(5) = 19597.

Therefore, The values of function being changed according to thr recursive formulae a) f(1) = -6, f(2) = 12, f(3) = -24, f(4) = 48, and f(5) = -96, b)  f(1) = 16, f(2) = 55, f(3) = 172, f(4) = 523, and f(5) = 1576, c) f(1) = 1, f(2) = -3, f(3) = 13, f(4) = 141, and f(5) = 19597.

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The duration of the sprinkler used by each families are-

Linear equations in two variables are equations with one, none, and infinitely many solutions where each of the two variables has the highest exponent order of 1.

Now, as per the given question;

Let the total time taken by Green family is 'x'.

Let the total time taken by Adams family is 'y'

The total time for which the sprinkler are used is 55 hours.

Thus, x + y = 55 (equation 1)

The water output rate for the Green family's sprinkler was 30 L per hour.

The water output rate for the Adams family's sprinkler was 20 L per hour.

The total output of the water is 1400 L.

Then,

30x + 20y = 1400 (equation 2)

Substitute the value of x from equation 1 in equation 2.

30(55 - y) + 20y = 1400

Dividing whole equation by 10.

3(55 - y) + 2y = 140

Solving the equation.

165 - 3y + 2y = 140

y = 165 - 140

y = 25 hours. (Time for which Adams family used the sprinklers)

Put value of y in equation 1 to find x.

x = 55 - y

x = 55 - 25

x = 30 hours. (Time for which Green family used the sprinklers)

Therefore, the time for which both of the families used the sprinklers is estimated.

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The complete question is-

The Green family and the Adams family each used their sprinklers last summer. The water output rate for the Green family's sprinkler was 30 L per hour. The water output rate for the Adams family's sprinkler was 20 L per hour. The families used their sprinklers for a combined total of 55 hours, resulting in a total water output of 1400 L. How long was each sprinkler used?

Answer:through distance formula we can find the distance between two points

Step-by-step explanation:

Answer:

As shown in the image....

Step-by-step explanation:

This equation follows with the distance formula which is (x2-x1)+(y2-y1) squared.

The range of the test scores in Mr. Miller's math class is 42.

Mathematically, the range refers to the difference between the highest value and the lowest value in a data set.

The range is computed by subtraction of the lowest value from the highest value.

Mr. Miller can use the range to measure the spread or dispersion of the test scores.

Test Scores:

52, 61, 69, 76, 82, 84, 85, 90, 94

Highest score = 94

Lowest score = 52

Range = 42 (94 - 52)

Thus, we can conclude that for the math students in Mr. Miller's class, the range of their test scores is 42.

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The cost of tuition at U Boxer is least at 0 years. Therefore, option D is the correct answer.

The relationship between the three sides of a right-angled triangle is explained by the Pythagoras theorem, commonly known as the Pythagorean theorem. The Pythagoras theorem states that the square of a triangle's hypotenuse is equal to the sum of its other two sides' squares.

Graph of cost of computer and tuition at U boxer is given.

The cost of tuition at U Boxer is least at 0 years and its more at 5 years.

The cost of computer is least at 5 years and its more at 0 years.

Therefore, option D is the correct answer.

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From the given data 11 is the mean of the data set.

What is Mean ?

In statistics, the mean (also called the average) is a measure of central tendency that represents the typical value in a data set. It is calculated by adding up all the values in the data set and dividing by the number of values.

To find the value of x in the data set, we can use the formula for the mean (also called the average). The mean is calculated by adding up all the values in the data set and dividing by the number of values. In other words:

mean = (sum of all values) : (number of values)

We are given that the mean of the data set is 11, so we can write:

11 = (12 + 9 + 12.5 + 13 + x + 10 + 11 + 11 + 7 + 9) : 10

Here, we have 10 values in the data set (including the unknown value x), so we divide the sum of all the values by 10 to find the mean.

To solve for x, we can start by simplifying the right-hand side of the equation:

110 = 75.5 + x

Next, we can isolate x by subtracting 75.5 from both sides:

x = 34.5

Therefore, the value of x that makes the mean of the data set equal to 11 is x = 34.5.

In other words, if we replace the unknown value x with 34.5, the resulting data set will have a mean of 11. This means that the sum of all the values in the data set will be 110, since:

12 + 9 + 12.5 + 13 + 34.5 + 10 + 11 + 11 + 7 + 9 = 110

And when we divide this sum by 10, we get:

110 : 10 = 11

Therefore, From the given data 11 is the mean of the data set.

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Answer:

q= -rs/t

Step-by-step explanation:

Answer:

I doesn't no

I am sorry

Step-by-step explanation:

hiiii,gys

1:3 is the ratio of the number of cars to go with the month 0:18

Ratio is used to compare two or more quantities. It is used to indicate how big or small a quantity is when compared to another

Given that:

Kameron received 18 toy cars.

And he plans to start collecting more cars and is going to buy 2 more every month

At month 0, he has 18 cars

At the end of month 18, he will have:

18 + (2×18) cars = 18 + 36 = 54 cars

Thus, the ratio of month 0 to month 18 will be:

18:54 =  1:3

Therefore, the number of cars to go with the month 0:18 in ratio form is 1:3

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The proportion of students with a z-score between -1.20 and -0.30 is about 0.304. So for every 100 students.

What is the z-score?

Z-score indicates how much a given value differs from the standard deviation. The Z-score, or standard score, is the number of standard deviations a given data point lies above or below the mean. Standard deviation is essentially a reflection of the amount of variability within a given data set.

Assuming that the grading follows a standard normal distribution (i.e., with a mean of 0 and a standard deviation of 1), we can use the z-score formula to find the proportions of students that fall within each grade range:

For an A grade: z-score > 1.65

For a B grade: 0.67 < z-score ≤ 1.65

For a C grade: -0.40 < z-score ≤ 0.67

For a D grade: -1.60 < z-score ≤ -0.40

To convert from the standard normal distribution to the distribution with the course mean and standard deviation, we can use the formula:

z-score = (x - mean) / standard deviation

We don't know the actual mean and standard deviation for the course, so we'll use the given range for the D grade (-1.60 < x < -0.4σ) to estimate the standard deviation. Since the D grade range is 1.2 standard deviations wide (from -1.60 to -0.4σ), we can solve for the standard deviation:

1.2σ = -1.60

σ = -1.60 / 1.2

σ = 1.33

(Note that we have a negative value for σ, which is not possible for a standard deviation. This is because we are using the estimated value of σ to convert from the standard normal distribution to the course distribution, which may not perfectly match the actual distribution of grades.)

Now we can use the z-score formula with the estimated mean and standard deviation to find the proportions of students in each grade range:

For an A grade: z-score > 1.65

z-score = (x - mean) / standard deviation

z-score = (1.65 - 0) / 1.33

z-score = 1.24

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score greater than 1.24 is about 0.107. So for every 100 students, we can expect about:

A grades: 100 * 0.107 = 10.7 or approximately 11

For a B grade: 0.67 < z-score ≤ 1.65

z-score = (0.67 - 0) / 1.33

z-score = 0.50

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between 0.50 and 1.24 is about 0.205. So for every 100 students, we can expect about:

B grades: 100 * 0.205 = 20.5 or approximately 21

For a C grade: -0.40 < z-score ≤ 0.67

z-score = (-0.40 - 0) / 1.33

z-score = -0.30

From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between -0.30 and 0.50 is about 0.307. So for every 100 students, we can expect about:

C grades: 100 * 0.307 = 30.7 or approximately 31

For a D grade: -1.60 < z-score ≤ -0.40

z-score = (-1.60 - 0) / 1.33

z-score = -1.20

Hence, From standard normal distribution tables or a calculator, we can find that the proportion of students with a z-score between -1.20 and -0.30 is about 0.304. So for every 100 students,

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