who knows this question???

Answer:

43 seashells

Step-by-step explanation:

x = 26

x + 31 - 14

(26) + 31 - 14

57 - 14

= 43

Answer:Bueno, normalmente en los artículos semanales intento transmitir dudas o cuestiones que están en el campo, los trending topics del sector porcino, y está claro que la estadística no es uno de ellos, pero precisamente ayer se dio una situación que me llevó a escribir ésta entrada.

Todos los que trabajamos en el sector porcino estamos acostumbrados a manejar y calcular un montón de datos que nos proporciona el programa de gestión, y en muchas ocasiones realizamos pequeñas (o grandes) pruebas, donde manejamos infinidad de números (pesos, GMD, IC etc…)

Lo que sí es cierto, es que la mayoría de nosotros usamos siempre la media como herramienta fundamental. Media de Nacidos vivos, Media de destetados, Media de peso al nacer, media de peso al destete…..media, media, media…y ¿qué tal si usáramos la Mediana?

Éste fue el debate que tuve ayer con un ingeniero agrónomo (si, si, y yo Veterinaria, diversión asegurada), y el que me ha inspirados para hoy.

Para el que, en estos momentos, esté rebuscando en los archivos de su cerebro, “yo esto lo sabía”, un pequeño recordatorio:

La media o promedio, Se interpreta como “punto de equilibrio” o “centro de masas  del conjunto de datos. Es un cálculo muy sencillo en el que intervienen todos los datos. Consiste en el sumatorio de todos los datos dividido por el número de valoresLa mediana, en cambio, es un valor de la variable que deja por debajo de sí a la mitad de los datos, y por encima, la otra mitad.( una vez que estos están ordenados de menor a mayor). Se sitúa, por lo tanto, en la mitad real de los datos.

Es mucho más difícil de calcular:

Con un ejemplo se entiende muchísimo mejor.

Imaginaos una empresa en la que la mayoría de los trabajadores tienen un sueldo de 1000 euros, excepto 2 encargados que cobran 2000 y el jefe que cobra 6000 euros mensuales.

¿Cuál es el salario medio de la empresa?

Si vemos la media sale casi 2000 euros, si miramos la mediana, nos da 1000.

¿Cuál se aproxima más a la realidad?

Cuando los datos son muy homogéneos la media nos da un valor representativo de la realidad, pero cuando los datos son muy heterogéneos no.

Un ejemplo más cercano a nosotros

Queremos saber el peso de los lechones a destete. Imaginemos que la camada A tiene los siguientes pesos:  (4-3-5-4.5-6.1-5-3-5.1-6.4-6-6.5-5.5-4.9).

Step-by-step explanatio

Answer:

Can you please send the picture more clearer

Try this option ↓

Step-by-step explanation:

1) according to the condition two angles are equal, then two sides are equal also, it means

2) √x+4=√(5x+4);

3) the 'x' can be calculated if to solve this equation:

\(\sqrt{x} +4=\sqrt{5x+4}\);

\(x+16+8\sqrt{x} =5x+4;\)

\(4x-12=8\sqrt{x} ;\ => \ x-2\sqrt{x} -3=0;\)

\(\left \{ {{\sqrt{x} =-1} \atop {\sqrt{x} =3}} \right. \ => \ x=9.\)

4) finally, answer: 9.

Answer:

BD is perpendicular to AC.

Step-by-step explanation:

Because we know that angles ∠BAD and ∠BCD are the same, we can conclude that triangles ΔABD and ΔBCD are congruent. This means that angles ∠BDA and ∠BDC are right angles, and lines BD and AC are congruent.

Answer:

C

Step-by-step explanation:

\(\huge\text{Hey there!}\)

\(\mathsf{\dfrac{(-2^3)(3^2)}{6}+(-2^2)(3^2)}\)

\(\mathsf{(-2)^3=\bf -8}\)

\(\mathsf{= \dfrac{-8(3^2)}{6}+(-2^2)(3^2)}\)

\(\mathsf{3^2=\bf 9}\)

\(\mathsf{= \dfrac{(-8)(9)}{6}+(-2^2)(3^2)}\)

\(\mathsf{-8(9)= \bf -72}\)

\(\mathsf{= \dfrac{-72}{6}+(-2^2)+(3^2)}\)

\(\mathsf{\dfrac{-72}{6}=\bf -12}\)

\(\mathsf{= -12+(-2)^2(3^2)}\)

\(\mathsf{-2^2=\bf 4}\)

\(\mathsf{= -12+4(3^2)}\)

\(\mathsf{3^2=\bf 9}\)

\(\mathsf{= -12+4(9)}\)

\(\mathsf{4(9)= \bf 36}\)

\(\mathsf{-12 + 36 = \bf 24}\)

\(\boxed{\boxed{\large\text{Answer: \huge\bf Option C. 24}}}\huge\checkmark\)

\(\text{Good luck on your assignment and enjoy your day!}\)

~\(\frak{Amphitrite1040:)}\)

The solution to the given differential equation is \(y(x) = -x^4/25 + x^2/15 - (3/25)e^(-3x) + (1/2)x^4cos(x) + (1/2)x^2sin(x) + C1e^(-3x) + C2\), where C1 and C2 are arbitrary constants.

To solve the given differential equation using the method of undetermined coefficients, we assume a particular solution of the form \(y_p = A(x^4 + Bx^2e^(-3x) + Csin(x))\), where A, B, and C are undetermined coefficients.

Step 1:

Differentiating y_p with respect to x, we obtain \(y_p' = 4Ax^3 + 2Bx(e^(-3x) - 3xe^(-3x)) + Ccos(x).\)

Taking the second derivative, we have \(y_p" = 12Ax^2 + 2B(e^(-3x) - 3xe^(-3x)) + 2Bx(-3e^(-3x) + 9xe^(-3x)) - Csin(x).\)

Step 2:

Substituting y_p, y_p', and y_p" into the given differential equation, we get:

\((12Ax^2 + 2B(e^(-3x) - 3xe^(-3x)) + 2Bx(-3e^(-3x) + 9xe^(-3x)) - Csin(x)) + 5(4Ax^3 + 2Bx(e^(-3x) - 3xe^(-3x)) + Ccos(x)) = 2x^4 + x^2e^(-3x) + sin(x).\)

Simplifying the equation and grouping the like terms, we have:

\((12A + 20Ax^3) + (-6B + 10Bx)e^(-3x) + (-15Bx^2 + 9Bx^3) + (12A + 10C)cos(x) + (-C + 2Bx)sin(x) = 2x^4 + x^2e^(-3x) + sin(x).\)

Comparing the coefficients of the terms on both sides, we can determine the values of A, B, and C. Equating the coefficients of each term, we obtain:

\(12A + 20Ax^3 = 2x^4,\)

\(-6B + 10Bx = x^2e^(-3x),\)

\(-15Bx^2 + 9Bx^3 = 0,\)

12A + 10C = 0,

-C + 2Bx = sin(x).

Solving these equations, we find A = -1/25, B = 1/15, and C = 0.

Therefore, the particular solution is \(y_p = (-1/25)x^4 + (1/15)x^2e^(-3x) + (1/2)x^2sin(x).\)

To obtain the general solution, we add the particular solution y_p to the complementary function y_c, where y_c is the solution of the homogeneous equation y" + 5y' = 0. The general solution is given by y(x) = y_c + y_p.

The complementary function can be found by solving the homogeneous equation:

y" + 5y' = 0.

The characteristic equation associated with the homogeneous equation is r^2 + 5r = 0. Solving this quadratic equation

, we find two distinct roots: r = 0 and r = -5.

Therefore, the complementary function is \(y_c = C1e^(-5x) + C2\), where C1 and C2 are arbitrary constants.

Finally, the general solution to the given differential equation is:

\(y(x) = C1e^(-5x) + C2 - (1/25)x^4 + (1/15)x^2e^(-3x) + (1/2)x^2sin(x).\)

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Answer:

f(3) = -11, f(-7) = 19

Step-by-step explanation:

f(x) = -3x -2

1.

f(3) is the f(x) when x = 3 so where we see x in the equation we write 3 and calculate

f(3) = -3(3) -2 = -9 -2 = -11

2.

f(-7)  = f( x= -7) = -3(-7) -2 = 21 -2 = 19

Answer: 1) f(3)= -11 and 2) f(-7)= 19

Step-by-step explanation: f(x) means 'function of x' or just to replace x with the desired value. For example, f(3) just means x=3. Following below is written proof.

An equilibrium phase diagram can be used to determine phase transitions, phase presence, and phase compositions at different conditions.

An equilibrium phase diagram can be used to determine the below mentioned parameters:

A) It can determine where phase transitions will occur. Phase transitions refer to changes in the state or phase of a substance, such as solid to liquid (melting) or liquid to gas (vaporization). The phase diagram provides information about the conditions at which these transitions take place, such as temperature and pressure.

B) It can determine what phases will be present for each condition of chemistry and temperature. The phase diagram shows the different phases or states of a substance (such as solid, liquid, or gas) under different combinations of temperature and pressure. It provides a visual representation of the stability regions for each phase, indicating which phase(s) will be present at a given temperature and pressure.

C) It can determine the chemistry and amount of each phase present at any condition. The phase diagram gives information about the composition (chemistry) and proportions (amount) of different phases present under specific conditions. It helps identify the coexistence regions of multiple phases and provides insight into the equilibrium compositions of each phase at various temperature and pressure conditions.

In summary, an equilibrium phase diagram is a valuable tool in understanding the behavior of substances and can provide information about phase transitions, phase stability, and the chemistry and amounts of phases present at different conditions.

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Part A: The shaded region represents the feasible region where both inequalities are satisfied simultaneously. It is below the line x + 3y = 8 and above the line x + y = 2.

Part B: The point (8, 2) is not included in the solution area.

Part C: The point (3, 1) represents one feasible solution that meets the constraints of the problem.

Part A: The graph of the system of inequalities consists of two lines and a shaded region. The line x + 3y = 8 is a solid line because it includes the equality symbol, indicating that points on the line are included in the solution set. The line x + y = 2 is also a solid line. The shaded region represents the feasible region where both inequalities are satisfied simultaneously. It is below the line x + 3y = 8 and above the line x + y = 2.

Part B: To determine if the point (8, 2) is included in the solution area, we substitute the x and y values into the inequalities:

8 + 3(2) ≤ 8

8 + 6 ≤ 8

14 ≤ 8 (False)

Since the inequality is not satisfied, the point (8, 2) is not included in the solution area.

Part C: Let's choose a point in the solution set, such as (3, 1). This point satisfies both inequalities: x + 3y ≤ 8 and x + y ≥ 2. In the context of the real-world scenario, this means that Michelle can buy 3 servings of dry food (x = 3) and 1 serving of wet food (y = 1) with her $8 budget. This combination of dog food allows her to feed at least two dogs at the animal shelter while staying within her budget. The point (3, 1) represents one feasible solution that meets the constraints of the problem.

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The data distribution is skewed to the right. This is because the bars are clustered towards the left side of the histogram and taper off towards the right side.

The histogram of distances students live from school provided in the question shows that the majority of students in Tuan's homeroom live within a short distance of the school, with only a few students living farther away. The distribution is skewed to the right because the bars are clustered towards the left side of the histogram and taper off towards the right side. This indicates that there are fewer students who live farther away from school. A skewed distribution means that the data is not evenly distributed and tends to cluster towards one end. In this case, the distribution is skewed to the right because there are fewer students living farther away from school.

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Complete question is in the image attached below

Answer:

B. skewed.

Step-by-step explanation:

and then the next part is

1

hope this helps :)

The two triangles have a pair of corresponding sides and included angles that are equal, as well as another pair of corresponding sides that are equal, so they are congruent by the SAS axiom.

First, we can see that AB = FD, which means that the corresponding sides are equal.

Finally, we need to show that another pair of corresponding sides are equal. To do this, we can use the fact that the sum of angles in a triangle is 180 degrees. We know that ∠A and ∠D are equal, so we can subtract these angles from 180 degrees to find the measure of the third angle in each triangle. Let's call these angles ∠C and ∠E, respectively.

Since triangle ABC and triangle DEF are both triangles, we know that

=> ∠A + ∠B + ∠C = 180 degrees and

=> ∠D + ∠E + ∠F = 180 degrees.

We can substitute ∠A = ∠D and simplify to get

=>  ∠B + ∠C = ∠E + ∠F.

Now we can use the fact that the sum of the interior angles of a triangle is 180 degrees to write

=> ∠C = 180 degrees - ∠A - ∠B

=> ∠F = 180 degrees - ∠D - ∠E.

Since ∠A = ∠D, we can substitute to get

=> ∠C = 180 degrees - ∠A - ∠B

and

=> ∠F = 180 degrees - ∠A - ∠E.

We know that ∠A = ∠D, so we can substitute again to get

=> ∠C = 180 degrees - ∠D - ∠B

and

=>  ∠F = 180 degrees - ∠D - ∠E.

But we also know that the sum of angles in a triangle is 180 degrees, so we can simplify to get

=> ∠C = ∠B and ∠F = ∠E.

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Complete Question:

In a triangle ABC and DEF, AB=FD and ∠A=∠D. The two triangles will be congruent by SAS axiom if:

Five-number summary for this data set is,

min = 12, Q1 =14,  median = 15 , Q3 = 18, max = 19 .

What is median?

The median is the value that divides a data sample, a population, or a probability distribution's upper and lower halves in statistics and probability theory. It could be referred to as "the middle" value for a data set.

Consider the given data set, {12, 14, 15, 14, 16, 18, 19, 18}.

The five-number summary for this data set consists  of  min, Q1, median, Q3, and max.

First to arrange the data set in ascending order,

{12, 14, 14, 15, 16, 18, 18, 19).

Maximum value = 19, minimum value = 12

The total observations are 8.

So , Median = Mean of middle most terms

Middle most terms are 14, 16

Median = (14 + 16) / 2 = 30 / 2 = 15

Now to find first quartile (Q1) = Median of first half {12, 14, 14, 15}

Q1 = (14 + 14) / 2 = 28 / 2 = 14

Now to find third quartile (Q3) = Median of second half {16, 18, 18, 19}

Q3 = (18 + 18) / 2 = 36 / 2 = 18

Therefore, five-number summary for this data set is,

min = 12, Q1 =14,  median = 15 , Q3 = 18, max = 19 .

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Answer:

The coordinates of a point are a pair of numbers that define its exact location on a two-dimensional plane. Recall that the coordinate plane has two axes at right angles to each other, called the x and y axis.

Answer:

63

Step-by-step explanation:

21*3

Answer:

WHAT?

Step-by-step explanation:

The value of the test statistic used to test the claim is -2.00.

And, at a significance level of 0.05, we fail to reject the null hypothesis and conclude that we do not have sufficient evidence to support the claim that the mean GPA for Psychology students at the college is equal to 3.2.

Now, If a two-sided test of hypothesis is conducted at a 0.05 level of significance and the test statistic resulting from the analysis was 1.23, the potential type of statistical error is Type II error.

A Type II error occurs when we fail to reject a false null hypothesis, meaning that we conclude there is no significant difference or effect when there actually is one.

To answer the second question, we can perform a one-sample t-test to test the claim that the mean GPA for Psychology students at a certain college is less than 3.2.

The hypotheses are:

H₀: μ = 3.2

Ha: μ < 3.2

where μ is the population mean GPA.

We can use the t-statistic formula to calculate the test statistic:

t = (x - μ) / (s / √n)

where, x is the sample mean GPA, s is the sample standard deviation, n is the sample size, and μ is the hypothesized population mean.

Substituting the given values, we get:

t = (3.1 - 3.2) / (0.35 / √49)

t = -0.10 / 0.05

t = -2.00

Therefore, the value of the test statistic used to test the claim is -2.00.

Since this is a one-tailed test with a significance level of 0.05, we compare the t-statistic to the critical t-value from a t-table with 48 degrees of freedom.

At a significance level of 0.05 and 48 degrees of freedom, the critical t-value is -1.677.

Since the calculated t-statistic (-2.00) is less than the critical t-value (-1.677), we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that the mean GPA for Psychology students at the college is less than 3.2.

To calculate the p-value of the test, we can perform a one-sample t-test using the formula:

t = (x - μ) / (s / √n)

where x is the sample mean GPA, μ is the hypothesized population mean GPA, s is the sample standard deviation, and n is the sample size.

Substituting the given values, we get:

t = (3.1 - 3.2) / (0.35 / √49)

t = -0.10 / 0.05

t = -2.00

The degrees of freedom for this test is 49 - 1 = 48.

Using a t-distribution table or calculator, we can find the probability of getting a t-value as extreme as -2.00 or more extreme under the null hypothesis.

Since this is a two-sided test, we need to find the area in both tails beyond |t| = 2.00. The p-value is the sum of these two areas.

Looking up the t-distribution table with 48 degrees of freedom, we find that the area beyond -2.00 is 0.0257, and the area beyond 2.00 is also 0.0257. So the p-value is:

p-value = 0.0257 + 0.0257

p-value = 0.0514

Rounding to three decimal places, the p-value of the test is 0.051.

Therefore, at a significance level of 0.05, we fail to reject the null hypothesis and conclude that we do not have sufficient evidence to support the claim that the mean GPA for Psychology students at the college is equal to 3.2.

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Answer:

\(343\)

Step-by-step explanation:

\(1^{3} =1\\2^{3} =8\\3^{3} =27\\4^{3} =64\\5^{3} =125\\6^{3} =216\\7^{3} =343\\8^{3} =512\)

\(\sqrt[3]{x } >500\)

\(\sqrt[3]{343} >500\)

Answer:

\(Rate = -5\)

Step-by-step explanation:

Given

\(f(x) = 2x^2 - x - 4\)

\(-4 \le x \le 2\)

Required

Determine the average slope over the given interval

This is calculated as:

\(Rate= \frac{f(b) - f(a)}{b - a}\)

Where:

\(a = -4\)

\(b =2\)

So:

\(Rate= \frac{f(2) - f(-4)}{2 - (-4)}\)

\(Rate= \frac{f(2) - f(-4)}{2 +4}\)

\(Rate= \frac{f(2) - f(-4)}{6}\)

Solving for f(2) and f(-4), we have:

\(f(x) = 2x^2 - x - 4\)

\(f(2) = 2 *2^2 -2 - 4\)

\(f(2) = 2\)

\(f(-4) = 2*(-4)^2 - (-4) - 4\)

\(f(-4) = 2*16 +4 - 4\)

\(f(-4) = 32\)

So, the equation becomes

\(Rate= \frac{f(2) - f(-4)}{6}\)

\(Rate= \frac{2 - 32}{6}\)

\(Rate= \frac{-30}{6}\)

\(Rate = -5\)

Answer:

c

Step-by-step explanation:

well you can see its not negative since your subtractiing negtivees witch is just adding a possivite and 64 is unreasonable

Answer:

A

Step-by-step explanation:

Bruh

The running time wοrst case οf deleting a minimum element frοm a (min) binary heap with N elements is O(lοgN). Therefοre, the cοrrect answer is c. O(lοgN).

When deleting the minimum element frοm a binary heap, the heap needs tο be restructured tο maintain its heap prοperty. This restructuring prοcess invοlves mοving elements within the heap and pοtentially swapping elements tο maintain the heap's structure and οrdering.

Since a binary heap is a cοmplete binary tree and has a height οf lοgN, the wοrst-case running time fοr deleting the minimum element is prοpοrtiοnal tο the height οf the heap, which is O(lοgN). This is because the number οf cοmparisοns and swaps required during the restructuring prοcess is dependent οn the height οf the heap.

Therefοre, the cοrrect answer is c. O(lοgN).

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If the length of the room is 17 inches one the architect's plan, the actual length of the room in feet if the scale of the plan is 1.25 inches to 3 feet is

40.8 feet

The length of the room on the architect's plan = 17 inches

The scale of the plan = 1.25 inches to 3 feet

That means

The length on the plan/ The actual length = 1.25 inches / 3 feet

Substitute the value of the length on the plan in the equation

17 / The actual length = 1.25/3

The actual length of the room  = 17/0.42

= 40.8 feet

Hence, if the length of the room is 17 inches one the architect's plan, the actual length of the room in feet if the scale of the plan is 1.25 inches to 3 feet is 40.8 feet

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Answer:

Correct answer:

3

Step-by-step explanation:Using the defined function, f(a) will produce the same result when substituted for x:

f(a) =  a2 – 5

Setting this equal to 4, you can solve for a:

a2 – 5 = 4

a2 = 9

a = –3 or 3

The equation  2/(√12-√8) can be written in the form of √a+√b, where a and b are integers whose values are 3 and 2

The given equation is-

2/(√12-√8)

As, it is clear that the denominator part contains the irrational number.

Thus, to eliminate the irrational part, divide and multiply the equation by (✓12 + ✓8).

= 2/(✓12-✓8) × (✓12 + ✓8)/(✓12 + ✓8)

Further simplify;

= 2(✓12+✓8)/(12-8)

= 2(✓12+✓8)/4

= (✓12+✓8)/2

= ✓12/2 + ✓8/2

On further simplification;

✓3 + ✓2

Comparing the result with √a+√b, a is written as 3 while b is found as 2.

Thus, 2/(√12-√8) can be written in the form √a+√b, in which a = 3 and b = 2 are integers.

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The correct question is-

Show that 2/(√12-√8) can be written in the form √a+√b, where a and b are integers.

Step-by-step explanation:

To find the number that is 175% of 31, we can use the following formula:

175% of X = 31

Mathematically, we can represent 175% as 1.75 (since percentage is a ratio out of 100).

So, the equation becomes:

1.75 * X = 31

To solve for X, we divide both sides of the equation by 1.75:

X = 31 / 1.75

Using a calculator, we can evaluate the right-hand side to find the value of X:

X ≈ 17.714

So, 175% of approximately 17.714 is equal to 31.

Answer:

17.714

Step-by-step explanation:

The equation of the hyperbola that satisfies the given conditions is (y^2/9) - (x^2/4) = 1. The hyperbola has its foci at (0, ±3) and vertices at (0, ±1).

A hyperbola is defined by the distances from any point on the hyperbola to its foci. In this case, the foci are located at (0, ±3). The distance between the foci is 2c, where c is the distance from the center to each focus. Since the foci are located at (0, ±3), c = 3.The distance between the vertices is 2a, where a is the distance from the center to each vertex. The vertices are given as (0, ±1), so a = 1.

The standard equation for a hyperbola with its center at the origin is (y^2/a^2) - (x^2/b^2) = 1. Since the center is at (0, 0), a = 1, and we need to determine b.Using the relationship between a, b, and c in a hyperbola, we have b^2 = c^2 + a^2. Substituting the known values, we get b^2 = 3^2 + 1^2 = 10.

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Answer:

(- 2, \(\frac{5}{3}\) )

Step-by-step explanation:

y = \(\frac{2}{3}\) x + 3 → (1)

x = - 2

substitute x = - 2 into (1)

y = \(\frac{2}{3}\) × - 2 + 3 = - \(\frac{4}{3}\) + \(\frac{9}{3}\) = \(\frac{5}{3}\)

solution is (- 2, \(\frac{5}{3}\) )

The probability of the spinner stopping at a polka-dot section and then stopping at a solid white section is 1/8.

The probability of the spinner stopping at a polka-dot section and then stopping at a solid white section is 1/4.A spinner is a gambling tool used for games and competitions. Spinning games are frequently based on chance, and players frequently wager money or other objects on the result.

When it stops, a pointer will land on one of many different numbered segments of the spinner, each of which corresponds to a particular reward or consequence. Spinning games are frequently based on chance, and players frequently wager money or other objects on the result. Probability is the study of the likelihood of events taking place.

Probability is expressed as a fraction, decimal, or percentage and is always between 0 and 1. The probability of an event can be calculated using the following formula: Probability = number of favorable outcomes / total number of possible outcomes. Given the spinner has a polka-dot section, 2 white sections, and 1 shaded section, it has a total of 4 sections.

Therefore, the probability of the spinner stopping at a polka-dot section is 1/4.Also, after the first spin, the spinner still has 2 white sections. Therefore, the probability of stopping at a solid white section is 2/4 or 1/2 (since there are only 2 possible outcomes after the first spin).

To determine the probability of the spinner stopping at a polka-dot section and then stopping at a solid white section, we must multiply the probability of each event.1/4 × 1/2 = 1/8

Hence, the probability of the spinner stopping at a polka-dot section and then stopping at a solid white section is 1/8.

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