The Wilson family had 5 children. Assuming that the probability of a child being a girl is 0.5, find the probability that the Wilson family had at least 2 girls? at most 2 girls? Round your answers to 3 decimal places. Submit Question​

Answer:

We know that the angle which lineer and divided by |AB| equal to 130°

Step-by-step explanation:

if 130° look at the 2x+260 we can say that 2x+260=260° so X equal to Zero (0)

The logarithm of base 7 of t, as a logarithm of base 2 is given as follows:

log2(t)/log2(7).

A logarithm is defined as follows:

log_a(b).

In which:

To change the logarithm to a new base c, the logarithm is written by the fraction presented as follows:

log_c(b)/log_c(a).

In this problem, the logarithm is defined as follows:

log_7 t.

The new base is given as follows:

2.

(as stated in the problem, since we want the logarithm as a logarithm of base 2).

Hence, applying the change of base, the logarithm of base 2 will be given as follows:

log2(t)/log2(7).

As the term log2 represents the logarithm of base 2 of the term.

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Answer:

40

Step-by-step explanation:

2x² - 5y + 7 when x = 2 and y = -5

2(2)² - 5(-5) + 7

= 2(4) -5(-5) + 7

= 8 + 25 + 7

= 40

Answer:

This is NOT a solution

Step-by-step explanation:

If we plug in the coordinates (-4,3) into 4x-y our new equation is 4×-4-3 and if we solve this equation.... 4×-4=-16 and -16-3=-19 which does NOT equal to -13

The probability of observing such an extreme result by chance alone is 0.0124.

To find the P-value for a two-tailed test of hypothesis, we need to first determine the significance level (alpha) of the test. Let's assume a significance level of 0.05, which is a common choice.

Since this is a two-tailed test, we need to find the probability of observing a test statistic as extreme or more extreme than 2.5 in either direction. We can find this probability using a standard normal distribution table or a calculator.

Using a standard normal distribution table, we can find that the probability of observing a z-score of 2.5 or greater is 0.0062. The probability of observing a z-score of -2.5 or smaller is also 0.0062. Therefore, the P-value for the two-tailed test of hypothesis is:

P-value = 2 * 0.0062

P-value = 0.0124

This means that if the true proportion of business students who have personal computers at home differs from 30%, with a significance level of 0.05, and we obtain a test statistic of 2.5, then the probability of observing such an extreme result by chance alone is 0.0124.

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Answer:

2³ v66⁴ -5⁷. .....,...........

The length of the hypotenuse in this problem is given as follows:

h = 10.6 m.

The Pythagorean Theorem states that in the case of a right triangle, the square of the length of the hypotenuse, which is the longest side,  is equals to the sum of the squares of the lengths of the other two sides.

Hence the equation for the theorem is given as follows:

c² = a² + b².

In which:

The side lengths for this problem are given as follows:

7m and 8m.

Hence the hypotenuse is obtained as follows:

h² = 7² + 8²

\(h = \sqrt{7^2 + 8^2}\)

h = 10.6 m.

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The minimum sample size is needed to be 90% confident that the sample mean is within 5 minutes of the true population mean is 40.

In frequentist statistics, a confidence interval is a range of estimates for an unknown parameter.

We have that to find our α level, that is the subtraction of 1 by the confidence interval divided by 2.

α = (1 - 0.90)/2 = 0.05.

Now, we have to find z in the Ztable as such z has a p-value of 1 - α.

So it is z with a pvalue of  1 - 0.05 = 0.95 = 1.96.

Now, find the margin of error M as such,

M = z×(sigma/√n).

5 = 1.96×(16/√n).

5√n = 31.36.

n = 39.9.

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Answer:

The limit of a sum is equal to the sum of the limits.

Step-by-step explanation:

The limits of a constant times a function is equal to the constant times the limit of the function.

The function m(x) = 2tan(3x+4) is obtained by applying a sequence of transformations to the parent tangent function.

To determine the sequence of transformations, let's break down the given function:

1. Inside the tangent function, we have the expression (3x+4). This represents a horizontal compression and translation.

2. The coefficient 3 in front of x causes the function to compress horizontally by a factor of 1/3. This means that the period of the function is shortened to one-third of the parent tangent function's period.

3. The constant term 4 inside the parentheses shifts the function horizontally to the left by 4 units. So, the graph of the function is shifted to the left by 4 units.

4. Outside the tangent function, we have the coefficient 2. This represents a vertical stretch.

5. The coefficient 2 multiplies the output of the tangent function by 2, resulting in a vertical stretch. This means that the graph of the function is stretched vertically by a factor of 2.

In summary, the sequence of transformations applied to the parent tangent function to create the function m(x) = 2tan(3x+4) is a horizontal compression by a factor of 1/3, a horizontal shift to the left by 4 units, and a vertical stretch by a factor of 2.

Example:
Let's consider a point on the parent tangent function, such as (0,0), which lies on the x-axis.

After applying the transformations, the corresponding point on the function m(x) = 2tan(3x+4) would be:
(0,0) -> (0,0) (since there is no vertical shift in this case)

This example helps illustrate the effect of the transformations on the graph of the function.

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Answer:

the value of N should be -1

Answer:

Two brothers, Mark and Walter, each inherit $25000. Mark invests his inheritance in a savings account with an annual return of 2%, while Walter invests his inheritance in a CD paying 6% annually. How much more money than Mark does Walter have after 1 …

✓ 350 dollars

Step-by-step explanation:

Answer:

B (x= 14/3 , y= -5/3)

Step-by-step explanation:

A (x= 6, y= 1) and C (x= 2, y = -7)

On x-axis between A and C are 6 -2 = 4 units

On y-axis between A and C are 1 + 7 = 8 units

AB = (1/3) BC

Divide the distance between AC in 3 pieces

On x-axis will have 4/3 units on each piece

On y-axis will have 8/3 units on each piece

Now move away from A the 1/3 distance

A (x= 6, y= 1)

B (x= 6 -(4/3) , y= 1 -(8/3))

B (x= (18- 4)/3) , y= (3-8)/3))

B (x= 14/3 , y= -5/3)

Step-by-step explanation:

the the number on the top corner is adding zeros so 6.3 / 10/3 the answer is for that 6.30

Answer:

use graph d for the answer

Answer:

D

Step-by-step explanation:

The filled in dot means equal to

Then you need to look for the one that has 4 and the ray shows that the sqrt of x is greater than 4

So it is D

Answer:

3x2^y

Step-by-step explanation:

brainleist plss

Answer:

the answer is 2

Step-by-step explanation:

Answer:

Step-by-step explanation:

It is 2, because it is the only factor that can go with both of the numbers.

Use the pic and solve the COS x-sin x/COS x+ sin x part

comment if there's something u don't understand

The value of (cosx-sinx)/(cosx+sinx) is 1/7 if the x is an acute angle, and tan x=3/4

Trigonometry is a branch of mathematics that deals with the relationship between sides and angles of a right-angle triangle.

We have:

tanx = 3/4        (x is an acute angle)

\(\rm \dfrac{sinx}{cosx}=\dfrac{3}{4} \\\\\ \rm \dfrac{cosx}{sinx}-1=\dfrac{4}{3}-1\\\\\rm \dfrac{cosx-sinx}{sinx}=\dfrac{1}{3}\\\\\)  ….(1)

\(\rm \dfrac{sinx}{cosx}=\dfrac{3}{4} \\\\\ \rm \dfrac{cosx}{sinx}+1=\dfrac{4}{3}+1\\\\\rm \dfrac{cosx+sinx}{sinx}=\dfrac{7}{3}\\\\\)  …(2)  

Divide (1) ÷ (2)

(cosx-sinx)/(cosx+sinx)  = (1/3)/(7/3) = 1/7

Thus, the value of (cosx-sinx)/(cosx+sinx) is 1/7 if the x is an acute angle, and tan x=3/4

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SOLUTION:

Let us find the slope of the line:

Where x1 = 6, x2 = 12, y1 = 10 and y2 = 2

The slope of the given line is -4/3

Hey there! Welcome to Brainly! I'm happy to help!

In equations, letters like x or y are called variables. They represent a number that we do not know yet, or they can almost be seen as a question mark in an equation. For example, 1+?=2. We know that this ? represents the number 1, and the same would go if you put a variable in there. If you have 1+x=2, you can figure out that x=1!

Our equation is 5x=110. When you see a number next to a variable, that number is called the coefficient. It is a number that multiplies a variable. So, our coefficient is 5. This means that five is multiplied by x to equal 110.

5·x=110

What if we don't know off the top of our heads what we multiply 5 by to get to 110? It was easy with 1+1=2, but this is trickier. Here's how to figure it out.

We want to get the x all by itself on one side of the equation. Then, we will see what x equals.

To do this, we use inverse operations. I will show you below with our 1+x=2 example.

1+x=2

We have a positive one plus an x equals two. We could visualize this like this.

+1+x=2

What we want to do is move the 1 to the other side of the equation so that x is by itself. So, what's the opposite of adding? Subtracting!

However, we don't just subtract the 1 from the left side, but we do it from the right side! You have to do the inverse operation on both sides to find the answer.

So, let's subtract 1 from both sides.

+1+x-1=2-1

x=1

We see that x equals 1, and if we plug this into the equation 1+x=2, we see that it is correct.

Now, with our problem, we need to divide, because that is the opposite of multiplication. We need to divide both sides by 5 to isolate the x. Let's do it!

5x÷5=110÷5

x=22

We see that 5×22 is equal to 110, so this is correct! Now you can solve for variables in equations!

Have a wonderful day!

1. It is false that when non-Standard unit used is small few unit's are

needed .

2. Objects with different shapes can have the same volume. True

3. Length, width and height and multiplied to find volume of a rectangular prism. True

4. It is false that volume is measured in square unit.

5. It is true that Volume is a measure of the amount of space inside an object.

6. The formula for volume of a rectangular prism is V = l × w × h. True

7. It is true that Standard units give a consistent and accurate measure of a container.

8. It is false that Non-Standard units cannot be used to measure volume.

9. Volume is measured in cubic units. True

Volume can be defined as the amount of space inside and object. the object can be in different form such as cone, rectangular prism, cylinder and many other shapes. Even though shapes are different, It is possible for different shapes or objects to have the same volume when measure.

Measurement of volume can be through standard measurement and non standard measurements such as a cup of rice. However, for consistency and the sake of accuracy, it is advisable to always use standard measurements of volume where possible to avoid error that may occur in non standard measurement. The acceptable and recognized unit of volume is cubic meter (\(m^3\)).

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After simplification of the given expression, the resultant answer is (B) −3.03u + (−8).

Mathematical expressions consist of at least two numbers or variables, at least one arithmetic operation, and a statement.

It's possible to multiply, divide, add, or subtract with this mathematical operation.

Keep in mind that terms can be coefficients, constants, or variables. So, 1+1 is a straightforward example of an expression.

This equation has one operation, two constant terms, and (addition). x3 is another illustration.

So, the given expression is:

(4.57u − 14) − (−6 + 7.6u)

Then, solve as follows:

4.57u - 14 - ( -6 + 7.6u)

4.57u - 14 + 6 - 7.6u

4.57u - 7.6u = -3.03u AND -14 + 6 = -8

-3.03u - 8 (or -3.03u + (-8) )

Therefore, after simplification of the given expression, the resultant answer is (B) −3.03u + (−8).

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Correct question:

Simplify the expression.

(4.57u − 14) − (−6 + 7.6u)

A. −3.03u + (−20)

B. −3.03u + (−8)

C. 12.17u + (−20)

D. 12.17u + (−8)

Answer:

-4,-1

Step-by-step explanation:

So how I did it is, I made a mintale picture of it in my head. Then, I "counted" how much space I had to go for the next point. And that's how I got the answer of -4,-1.

Answer:

Slope = - 5

Step-by-step explanation:

Let,

x1 = 13

x2 = 14

y1 = 11

y2 = 6

Formula : -

Slope = ( y2 - y1 ) / ( x2 - x1 )

Slope = ( 6 - 11 ) / ( 14 - 13 )

          = - 5 / 1

Slope = - 5

Answer:

\(\boxed{\sf slope:-5}\)

Step-by-step explanation:

Slope :

\(\boxed{\sf m=\cfrac{rise}{run} =\cfrac{y_2-y_1}{x_2-x_1}}\)

\(\sf ^*m=slope\)

\(\sf (x_1, y_1): first \: coordinates\)

\(\sf (x_2, y_2): second\: coordinates\)

___________________

\(\sf \left(x_1,\:y_1\right):\left(13,\:11\right)\)

\(\sf \left(x_2,\:y_2\right):\left(14,\:6\right)\)

\(\sf slope\:(m)=\cfrac{6-11}{14-13}\)

\(\sf slope\:(m)=-5\)

____________________

Answer:

y=2x+6

Step-by-step explanation:

Answer:

see the attachment

a) The highest common factor and the least common multiple are 12 and 48, respectively.

b) The highest common factor and the least common multiple are 12 and 72, respectively.

c) The highest common factor and the least common multiple are 8 and 160, respectively.

d) The highest common factor and the least common multiple are 12 and 48, respectively.

e) The highest common factor and the least common multiple are 14 and 840, respectively.

In this question we must determine the highest common factor and the least common multiple of two integers.

The highest common factor consists in the maximum product of common prime numbers, of the two numbers that divides it, and the least common multiple consists in the product of prime numbers, common and not, of the two numbers, that creates a product that it is greater or equal to the greater integer.

Now, we proceed to determine the numbers for each case:

First, we factorize each integer:

\(12 = 2^{2}\times 3\), \(48 = 2^{4}\times 3\)

Then the highest common factor and the least common multiple are, respectively:

\(LCM = 2^{4}\times 3 = 48\), \(HCF = 2^{2}\times 3 = 12\)

The highest common factor and the least common multiple are 12 and 48, respectively. \(\blacksquare\)

First, we factorize each integer:

\(24 = 2^{3}\times 3\), \(36 = 2^{2}\times 3^{2}\)

Then, the highest common factor and the least common multiple are, respectively:

\(LCM = 2^{3}\times 3^{2} = 72\), \(HCF = 2^{2}\times 3 = 12\)

The highest common factor and the least common multiple are 12 and 72, respectively. \(\blacksquare\)

First, we factorize each integer:

\(32 = 2^{5}\), \(40 = 2^{3}\times 5\)

Then, the highest common factor and the least common multiple are, respectively:

\(LCM = 2^{5}\times 5 = 160\), \(HCF = 2^{3} = 8\)

The highest common factor and the least common multiple are 8 and 160, respectively. \(\blacksquare\)

First, we factorize each integer:

\(24 = 2^{3}\times 3\), \(48 = 2^{4}\times 3\), \(60 = 2^{2}\times 3 \times 5\)

Then, the highest common factor and the least common multiple are, respectively:

\(LCM = 2^{4}\times 3 \times 5 = 48\), \(HCF = 2^{2}\times 3 = 12\)

The highest common factor and the least common multiple are 12 and 48, respectively. \(\blacksquare\)

First, we factorize each integer:

\(42 = 2\times 3 \times 7\), \(56 = 2^{3}\times 7\), \(70 = 2\times 5\times 7\)

Then, the highest common factor and the least common multiple are, respectively:

\(LCM = 2^{3} \times 3 \times 5 \times 7 = 840\), \(HCF = 2\times 7 = 14\)

The highest common factor and the least common multiple are 14 and 840, respectively. \(\blacksquare\)

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Answer:

75:125=3:5

Step-by-step explanation:

1. Add the total number of parts

3+5=8

2. Find out how much one part is

200/8=25

3. Multiply each ratio by 25

3*25=75

5*25=125

4. Check they add up to 200

75+125=200

Answer:

75:125=3:5

Step-by-step explanation:

1. Add the total number of parts

3+5=8

2. Find out how much one part is

200/8=25

3. Multiply each ratio by 25

3*25=75

5*25=125

4. Check they add up to 200

75+125=200