The midpoint of AB is M (6,1). If the coordinates of A are (4, 8), what are the coordinates of B?

The probability of selecting a student who prefers green is:

5/28

What is frequency?

Frequency refers to the number of times a particular event or value occurs in a given dataset or sample. It is commonly used in statistics and probability to analyze and describe data. In the context of a survey or study, frequency can be used to represent how many times a particular response or answer was given by participants.

According to the question:
The total number of students is:

6 + 9 + 3 + 5 + 5 = 28

The probability of selecting a student who prefers green is:

5/28

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Answer:

hi!

Step-by-step explanation:

Let us assume that the missing side of the triangle is x.

Therefore,

By Thale's Theorem,

RE/RT = RD/RS

24/36 = 18/x

x = 36.18/24

x = 27

Therefore, the missing side of the Triangle is 27 units/cm

Answer:

x = 11

Step-by-step explanation:

The sum of the 3 angles in a triangle = 180°

Sum the 3 given angles and equate to 180

3x + 4 + 5x - 2 + 90 = 180

8x + 92 = 180 ( subtract 92 from both sides )

8x = 88 ( divide both sides by 8 )

x = 11

Answer: 9 nickles and 16 dimes

Step-by-step explanation: if she has 9 nickles that is equal to 45 cents plus the 16 dimes which equals to 1 dollar 60 cents plus the 45 cents for the nickles in total that equals to 2.05 dollars.

The number of dimes and nickels will be 16 and 9, respectively.

The allocation of weights to the important variables that produce the calculation's optimum is referred to as a direct consequence.

Michaela has $2.05 in dimes and nickels in her change purse. She has seven more dimes than nickels.

Let 'x' be the number of dimes and 'y' be the number of nickels. Then the equations are given as,

0.10x + 0.05y = 2.05    ....1

x = y + 7                        ....2

From equations 1 and 2, then we have

0.10(y + 7) + 0.05y = 2.05

0.10y + 0.7 + 0.05y = 2.05

0.15y = 1.35

y = 9

Then the value of the variable 'x' is given as,

x = 9 + 7

x = 16

The number of dimes and nickels will be 16 and 9, respectively.

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Answer:

Just cut the tree down and stick it to the teachers.

Step-by-step explanation:

Answer:

x intercept: (-8,0)

y intercept: (0,2)

Therefore, the answers for the given composite functions are:

f(g(7)) = 814

g(f(4)) = 151

f(g(8)) = 898

f(f(2)) = -4

A function from a set X to a set Y allocates precisely one element of Y to each element of X. The set X is known as the function's domain, while the set Y is known as the function's codomain. Originally, functions were the idealization of how a variable quantity depended on another quantity.

Here,

To evaluate function compositions, we substitute the inner function into the outer function and simplify.

(a) To evaluate f(g(7)), we first find g(7):

g(7) = 7(7)^2 + 9(7) + 3 = 343 + 63 + 3 = 409

Now we can substitute g(7) into f(x):

f(g(7)) = f(409) = 2(409) - 4 = 814

(b) To evaluate g(f(4)), we first find f(4):

f(4) = 2(4) - 4 = 4

Now we can substitute f(4) into g(x):

g(f(4)) = g(4) = 7(4)^2 + 9(4) + 3 = 112 + 36 + 3 = 151

(c) To evaluate f(g(8)), we first find g(8):

g(8) = 7(8)^2 + 9(8) + 3 = 7(64) + 72 + 3 = 451

Now we can substitute g(8) into f(x):

f(g(8)) = f(451) = 2(451) - 4 = 898

(d) To evaluate f(f(2)), we first find f(2):

f(2) = 2(2) - 4 = 0

Now we can substitute f(2) into f(x):

f(f(2)) = f(0) = 2(0) - 4 = -4

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Answer:

0.12

Step-by-step explanation:

This is the answer because:

1) First, rewrite the expression including the x value

1.2(0.1)

2) Next, we know 1.2 x 1 is 1.2, but since we have one decimal point in 0.1, we have to move the decimal point in 1.2 once to the left. This will make the answer 0.12

Hope this helps! :D

Answer:

1.78f

Step-by-step explanation:

7/4=1.78 and then you add f

Answer:

no

Step-by-step explanation:

since x=1   5-2<4 so then 3<4 so no Im not sure

Answer:

No

Step-by-step explanation:

5-x² when x=1 is 4.

1²=1

5-1=4

4 is not less than 4 so it can't be true.

Answer:

There are 4 questions to answer here and the answers are given below:

1. COMBINATION

2. SET 2  

3. {S2, S3, S4, S5}

4. { }  OR  ∅

Step-by-step explanation:

The key topics here are PERMUTATION & COMBINATION and SETS & VENN DIAGRAMS.

The assignment has 5 questions in all. The options for each question are listed below and separated by commas:

1. True, False

2. True, False

3. A, B, C, D

4. A, B, C, D

5. A, B, C, D

Mr. Montes derives his answers from a random answer generator; same way Amisha generated her answers by random selection.

QUESTION 1

If you want to find the odds that Amisha got at least 3/5 of the answers correctly, would you use a permutation or a combination?

ANSWER TO QUESTION 1

You would use a combination. Note that as much as 'permutation' is distinctly defined from 'combination', in many complex cases both are used to derive the solution. In this case though, a combination is used. For each of the 5 questions, there are a number of possible answers. Questions 1 and 2 have only two possible answers (also known as options) while questions 3, 4 and 5 have four possible answers/options to choose from. Amisha can only have one set of five answers; each to each question. So this is a combination! If you want to find the odds that Amisha got at least 3 of her 5 answers correct, you would use a combination of the various possible answers to check.

QUESTION 2

Find "Set 1 ∩ Set 2" and explain the notation in the sentence.

ANSWER TO QUESTION 2

First list out relevant information:

- The correct answers to questions 3, 4 and 5 are respectively C, B, A

- The universal set consists of five students: S1, S2, S3, S4, S5 hence

Ц = {S1, S2, S3, S4, S5}

Next, enlist the elements of each defined set

Set 1: {S1, S2, S3, S4, S5}     Set 2: {S2, S3, S4}     Set 3: {S4, S5}

Note: Set 1 is equal to the universal set.

Now this notation "∩" means "intersect". It requires an action - checking out which elements in one set also appear in a second set and then bringing those elements to form a new set.

In the case of this question, we're to find Set 1 intersect Set 2. The elements present in Set 1 and also present in Set 2 are {S2, S3, S4}.

If you look closely, you'll observe that these are the same elements in Set 2! This brings to remembrance, one of the laws of sets:

The intersect of any subset and the universal set (recall that Set 1 happens to be equal to or have the same elements as the universal set) is equal to that subset.

So the answer to question 2 is

Set 1 ∩ Set 2 = Set 2

QUESTION 3

Find "Set 2 ∪ Set 3" and explain the notation in the sentence.

ANSWER TO QUESTION 3

The notation ∪ represents "union". This is the act of putting together the elements in two sets, to form a new set. In this activity, if an element appears in both sets, it is only written once in the new set, not twice.

So, Set 2 union Set 3 = {S2, S3, S4, S5}

As earlier stated, Student 4 isn't appearing twice in the new set.

QUESTION 4

Find the ' of Set 1 and explain the notation in this sentence.

ANSWER TO QUESTION 4

The symbol ' means "complement of a set". Finding the complement of a set is like subtracting the elements of that set from the universal set.

Since Set 1 contains the same elements as the universal set, subtracting Set 1 from the universal set will give you nothing. In this case, the complement of Set 1 is a null set!

Set 1 ' Ц = { }  or  ∅

where the empty bracket symbol and the slashed zero symbol represent null set.

Kudos!

Answer:

do you have more information?

Answer:

92%

Step-by-step explanation:

Answer:

56 and 42

Step-by-step explanation:

3:4

3 + 4 = 7

98 / 7 = 14

14 x 3 = 42

14 x 4 =  56

56 + 42 = 98

The dimensions of the pool can be categorized as below:

Length equals 28 feet

Width equals 21 feet

The perimeter of a rectangle is the outside length of the rectangle. To find the perimeter we add all the 4 sides of the rectangle.

Perimeter = 2(length) + 2 (width )

The ratio of the width to the length is 3:4. The width of the rectangle is 3x  

We know,

Length of the rectangle is 4xWidth =3x  

Length = 4x

Substitute it in the perimeter formula and solve for x.

Given that,

Perimeter of a rectangle = 98 feet

Perimeter = 2(length )+2(width)

98 = 2(4x)+2(3x)

98 = 8x+6x

98 = 14x

∵ x = 7

Now, we will find out the length and width of the pool.

Length = 4x

= 4(7)

= 28 ft.

and,

Width = 3x

= 3(7)

= 21 ft.

Thus, the length of the pool is 28 feet and the width of the pool is 21 feet

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Answer:

\(P(21<X<28)=P(\frac{21-\mu}{\sigma}<\frac{X-\mu}{\sigma}<\frac{28-\mu}{\sigma})=P(\frac{21-24}{3}<Z<\frac{28-24}{3})=P(-1<z<1.33)\)

And we can find the probability with this difference

\(P(-1<z<1.33)=P(z<1.33)-P(z<-1)\)

And using the normal standard distribution or excel we got:

\(P(-1<z<1.33)=P(z<1.33)-P(z<-1)=0.908-0.159=0.749\)

Step-by-step explanation:

Let X the random variable that represent the soft drink machine outputs of a population, and for this case we know the distribution for X is given by:

\(X \sim N(24,3)\)  

Where \(\mu=24\) and \(\sigma=3\)

We want to find this probability:

\(P(21<X<28)\)

The z score is given by:

\(z=\frac{x-\mu}{\sigma}\)

Using this formula we got:

\(P(21<X<28)=P(\frac{21-\mu}{\sigma}<\frac{X-\mu}{\sigma}<\frac{28-\mu}{\sigma})=P(\frac{21-24}{3}<Z<\frac{28-24}{3})=P(-1<z<1.33)\)

And we can find the probability with this difference

\(P(-1<z<1.33)=P(z<1.33)-P(z<-1)\)

And using the normal standard distribution or excel we got:

\(P(-1<z<1.33)=P(z<1.33)-P(z<-1)=0.908-0.159=0.749\)

The subsets of real numbers are known as:

Best of Luck!

Answer: x = 5

Step-by-step explanation:

We can set up an equation to solve for x:

3x  + 4 = 19

We can subtract 4 from both sides:

3x = 15

We can divide both sides by 3:

x = 5

The expression of the given statement is 2y - 3  = -1

Expressions are mathematical statements that comprise either numbers, variables, or both and at least two terms associated by an operator. The operations of mathematics include multiplication, division, addition, and subtraction.

A phrase is considered a mathematical expression if it contains at least two numbers or variables and one or more mathematical operations. Let's look at how expressions are written.

The expression of the given statement is 2y - 3  = 4.

Here, let the unknown number = y

Now, product of y and 2 =  2 times  y   =   2y

Also, three less than the product   =  Product - 3

So, three less than the product  of 3 and y =  2 y - 3

Now, this above expression is equivalent to -1.

⇒2 y - 3  = -1

Hence the expression of the given statement is 2y - 3  = -1

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The sentence "Three less than the product of 2 and a number is 4" can be translated into the equation: 2x - 3 = 4

A mathematical statement that demonstrates the equivalence of two expressions is known as an equation.

It has two sides that are divided by the equals sign (=).

Variables, constants, coefficients, operators, and functions can all be used in the expressions on either side of the equation.

Here, x represents the unknown number that we are trying to solve for. The expression "the product of 2 and a number" is represented by 2x, and "three less than" is represented by the subtraction of 3 from that product. This expression is set equal to 4, which is the result given in the original sentence.

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230p-1010=650p-400-p and 2.3p-10.1=6.49p-4 are the correct options that have the same solution with the parent equation.

The solution of a linear equation is defined as the points, in which the lines represent the intersection of two linear equations. In other words, the solution set of the system of linear equations is the set of all possible values to the variables that satisfies the given linear equation.

Given here: The expression 2.3p-10.1=6.5p-4-0.01p

                                              -4.19p=10.1-4

                                                     p= -1.4558

Now 230p-1010=650p-400-p

              -419p=1660

                     p=-1.4558

Similarly 2.3p-10.1=6.49p-4

                 -4.19p=10.1-4

                         p=-1.4558

Hence, 230p-1010=650p-400-p and 2.3p-10.1=6.49p-4 are the correct options that have the same solution with the parent equation.

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Answer:

The missing number is 15184

this is because 3796×4=15184

and 15184÷4=3796

Answer:

the answer is 15186

multiple 3796 to 4 and add 2

Answer: 12 days

Step-by-step explanation:

For us to know the number of days whereby Julie will have both basketball and track practice, we've to find the lowest common multiple of both 6 and 4. This will be:

Multiples of 4 = 4, 8, 12, 16, 24.

Multiples of 6 = 6, 12, 18, 24, 30.

The lowest common multiple is 12. Therefore, she'll have basketball and track practice in 12 days

Solution : 6.79 x 10^4

Answer:

I think it would be 27

Step-by-step explanation:

because 8 is 11 less than 19 and you would subtract 11 from 38

Research Report:

Title: The Number of Coins Carried by Teachers

Introduction:

This research report aims to investigate the number of coins carried by teachers. The study seeks to understand the reasons behind carrying coins and whether there are any patterns or correlations between the number of coins and certain factors such as age, gender, and occupation.

The data was collected through a survey distributed among teachers from various educational institutions. The findings of this study provide insights into teachers' habits and preferences when it comes to carrying coins.

Results and Analysis:

A total of 300 teachers participated in the survey. The data revealed that the majority of teachers (60%) carry less than 5 coins, while 25% carry between 5 and 10 coins. Only a small percentage (15%) reported carrying more than 10 coins.

Further analysis based on demographic factors indicated that age and occupation had a significant influence on the number of coins carried. Older teachers were more likely to carry fewer coins, with 70% of teachers above the age of 50 carrying less than 5 coins.

Additionally, primary school teachers tended to carry more coins compared to secondary school teachers.

Discussion and Interpretation:

The findings suggest that the number of coins carried by teachers is influenced by various factors.

Teachers may carry coins for a range of reasons, such as purchasing small items, providing change for students, or utilizing vending machines.

The lower number of coins carried by older teachers could be attributed to a shift towards digital payment methods or a preference for carrying minimal cash.

The discrepancy between primary and secondary school teachers could be due to differences in daily activities and responsibilities.

This research provides valuable insights into the habits and preferences of teachers regarding the number of coins they carry.

Understanding these patterns can assist in designing more efficient payment systems within educational institutions and potentially guide the development of tailored financial solutions for teachers.

Further research could explore the reasons behind carrying coins in more depth and investigate how the digitalization of payments affects teachers' behavior in different educational contexts.

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Answer:

Step-by-step explanation:

It's because the latter one is not a approximation, like about, while the first one is.

Answer:

22

Step-by-step explanation:

Answer:

Unlabeled side length = 15.00 units

Step-by-step explanation:

Because this is a right triangle, we can find the unlabeled side length using the Pythagorean theorem, which is

a^2 + b^2 = c^2, where

In the triangle, we're given that the legs are 12 and 9 units and the unlabeled side is the hypotenuse, which we must find:

Step 1:  Plug in 12 for a and 9 for b and simplify:

12^2 + 9^2 = c^2

144 + 81 = c^2

225 = c^2

Step 2:  Take the square root of both sides to solve for c, the hypotenuse (aka the unlabeled side):

± √225 = √(c)^2

± 15 = c

15.00 units = c

Although taking the square root of a number produced both a positive and negative answer since squaring both a positive and negative answer gives us a positive answer (e..g, 15 * 15 = 225 and -15 * -15 = 225), you can't have a negative measure.  Therefore, c, the unlabeled side length = 15.00 units.

Answer:

Step-by-step explanation:

You want the slope-intercept form equation for the tangent line at point (π/6, 1) on the curve y = 2·sin(x).

The slope of the line at the point of tangency is the derivative of the curve at that point:

  y' = 2cos(x) = 2·cos(π/6) = 2(√3/2)

  m = √3 . . . . . approximately 1.7321

Solving the line's equation for b, we have ...

  y = mx +b

  b = y -mx = 1 -(√3)(π/6)

  b = 1 -π√3/6 . . . . . approximately 0.0931

The equation of the line is ...

  y = mx +b

  y = (√3)x +1 -(π√3)/6

Answer:

c

Step-by-step explanation:

dont worry

The translation is the movement of the shape in the left, right, up, and down directions.

The translated shape will have the same shape and size.

There is a positive value when translated to the right and up.

There is a negative value when translated to the left and down.

The type of rigid transformation shown on the given graph is a translation.

Option C is the correct answer.

It is the movement of the shape in the left, right, up, and down directions.

The translated shape will have the same shape and size.

There is a positive value when translated to the right and up.

There is a negative value when translated to the left and down.

We have,

We see that,

The image has been moved below the preimage.

The shape and size remain the same.

This is a rigid transformation of a translation.

Thus,

The type of rigid transformation shown on the given graph is a translation.

Option C is the correct answer.

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