What is the probability that all the members of your mathematics class have different birthdays? What is the probability that there is a birthday coincidence in the group?

Answer:

C

Step-by-step explanation:

Answer:

C     (20.25)

Step-by-step explanation:

Formula = A=\(\frac{c^2}{4\pi }\)

A=\(\frac{9^2}{4\pi }\)

A=81/4pi

Area=20.25\(\pi\) meters

Answer:

15.3

Step-by-step explanation:

im not 100 percent sure if this is correct but i used a calculator so...

To find out how much juice each friend received, we need to divide the total amount of juice (5 liters) by the number of friends (12).

Each friend would receive 5/12 liters of juice. As for the croissants, we don't have enough information to determine how many croissants each friend received since the number of croissants in each tray is not specified. If Raven made 5 liters of fresh pineapple juice and shared it with 12 friends, we can calculate how much juice each friend received by dividing the total amount of juice by the number of friends.

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Answer:

Composite Area = 1105.94

Step-by-step explanation:

Remark

The two semi circles at each end make an entire circle with radius 11. The width of the central rectangle = the diameter of the circle. The area should be able to be found.

Width

2*radius = width

width = 2 * 11

width = 22

Area of the circle

Area = pi * r^2

r = 11

Area = 3.14 * 11^2

Area = 3.14 * 121

Area = 379.94

Area of the rectangle

Area = L * W

L = 33

W = 22

Area = 33 * 22

Area = 726

Total Area

Total Area = Area of Rectangle + Area of the Circle

Total Area = 726 + 379.94 = 1105.94

For the given equation, we created a situation in which the equation would work and analysed it.

What is meant by equations?

A mathematical equation is a formula that uses the equals sign (=) to represent the equality of two expressions. The expressions on each side of the equals sign are referred to as the "left-hand side" and "right-hand side," respectively, of the equation. Typically, we consider an equation's right side to be zero. As we can balance this by deducting the right-side expression from both sides' expressions, this won't reduce the generality.

a ) Given the equation as:

 g + 3 / 16 = 15

Now we have to create a situation that the equations could represent. We have to create a word problem for the equation.

James had a packet of chocolates. There were a total of 16 students in his class. He bought three more chocolates so that each student received 15 chocolates. How many chocolates did James have in the beginning?

To solve this we take g as the number of chocolates in the beginning.

He bought 3 more chocolates.

So number of chocolates = g + 3

Now he divided it among 16 students equally.

So each student received = g + 3 /16 = 15 chocolates.

b) The situation would not work if the denominator of the equation is doubled. That is 16 * 2 = 32.

Because the number of students is 16.

But if the students were 16*2 = 32 then the situation would work.

Therefore for the given equation, we created a situation in which the equation would work and analysed it.

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Answer:

Answer is 7:20

It's basically asking "what is the ratio of math teachers to total teachers?" assuming there are only math and science teachers at this school. For the sake of simplicity, let's just go with that. We have 14 math teachers and 14+26 = 40 teachers total. The ratio of math to total is 14:40 which reduces to 7:20 when we divide both parts of the ratio by the GCF 2.

Step-by-step explanation:

Answer:

the ratio is

14:26

but you can leave the answer like this the two numbers can be divided by 2 so

14/2=7 and 26/2=13

then the answer is 7:13.

To argue why the liberal arts are so important in education and leisure, one must discuss its Greek origin and how it is received today.

The term "liberal arts" comes from the Latin word "liberalis," which means free. It was used in the Middle Ages to refer to topics that should be studied by free people. Liberal arts refers to courses of study that provide a general education rather than specialized training. It encompasses a wide range of topics, including literature, philosophy, history, language, art, and science.The liberal arts curriculum is based on the idea that a broad education is necessary for individuals to become productive members of society. In ancient Greece, education was focused on developing the mind, body, and spirit.  

The study of the liberal arts is necessary to create well-rounded individuals who can contribute to society in meaningful ways. While the importance of the liberal arts has been debated, it is clear that they are more important now than ever before. The study of the liberal arts is necessary to develop the skills that are required in a rapidly advancing technological world.

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Answer:

6558.75

Step-by-step explanation:

total value of 100 logs = total value of an average log x 100 total value of an average log = length of an average log x price per board foot

8.25 x 7.95 = 65.5875

65.5875 x 100 = 6558.75

The sum of the sequence is 4.

To determine whether the sequence {an} = 4n / (5n + 1) converges or diverges, we can use the limit test.

Taking the limit as n approaches infinity, we have:

lim(n→∞) an = lim(n→∞) 4n / (5n + 1)

Dividing both numerator and denominator by n, we get:

= lim(n→∞) 4 / (5 + 1/n)

Since 1/n approaches zero as n approaches infinity, we have:

= 4/5

Therefore, the limit of the sequence as n approaches infinity exists and is equal to 4/5.

Since the limit exists, we can say that the sequence converges. To find the sum of the sequence, we can use the formula for the sum of an infinite geometric series:

S = a1 / (1 - r)

where a1 is the first term of the sequence and r is the common ratio.

In this case, we have:

a1 = 4/6

r = 5/6

Substituting these values into the formula, we get:

S = (4/6) / (1 - 5/6)

= (4/6) / (1/6)

= 4

Therefore, the sum of the sequence is 4.

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Answer:

66.66%

Step-by-step explanation:

The first model is the one you should use here as 24 and 18 are multiples of 3, this means that there is eight students in each group

That means that 18/24 is equal to 2/3 so the percentage of students that like to dance is 66.66%

It should be noted that the addition of 3/4 and 1/16 as a single fraction will be 13/16.

In order to add the fractions 3/4 and 1/16, we need to find a common denominator. The smallest common multiple of 4 and 16 is 16.

First, let's convert 3/4 to have a denominator of 16:

3/4 = (3/4) * (4/4) = 12/16

Now we can add the fractions:

12/16 + 1/16 = 13/16

Therefore, the sum of 3/4 and 1/16 is 13/16.

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Can you put it into a single fraction the addition of 3/4 and 1/16.

Answer:

\(x^{2} -36 = 5x\)

\(x^{2} -5x -36 =0\)

(x-9)(x+4) = 0

x = 9 or x= -4    

Step-by-step explanation:

Answer:

$32.20

Step-by-step explanation:

Answer:

good luck bro these types of questions  are so annoying im doing one now and is the question from mathswatch

Step-by-step explanation:

Answer:

x=7,−4

Step-by-step explanation:

HOPE THIS HELPS

:DDDDD

Answer:

4f-4g-9

Step-by-step explanation:

first I did i put 4f cuz u can't do anything to it so then I subtract 2g-6g you will get -4g and then add -5 +4=-9

hope this helps

Refer to the attached image.

Answer: \(t \approx 11.18 \ days\)

Generic exponential growth model: y = Ao[1+r]^t

In this case: r = 6.2% = 0.062

y = 2Ao .....[the double of the initial value]

Then: 2Ao =Ao (1 + 0.062)^t

(1.062)^t =2

Take logarithm to both sides

t ln(1.062) = ln(2)

t = ln(2) / ln(1.062)

11.1789

Hence, the population doubles in 11.18 days

Answer: There's not picture????? or Queston

Step-by-step explanation:

The most appropriate abuse of statistics in this scenario is "Self-Interest Study."

In a self-interest study, the party conducting the study has a vested interest in the outcome, which may bias the results in favor of their own interests. In this case, Texas Instruments, a company that manufactures graphing calculators, conducted the study and concluded that students prefer to use graphing calculators over computer software. Since Texas Instruments has a direct interest in promoting their calculators, their study may not be objective and may be biased in favor of their product.

The abuse of statistics that is most appropriate in this scenario is a "Self-Interest Study" conducted by Texas Instruments.

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Joy makes 6.5 litres soup correct to the nearest 0.5 litres. She serves the soup in 280ml portions correct to the nearest 10ml. 22 people order this soup. Does joy definitely has enough soup to serve the 22 people.

Answer:

Yes, Joy definitely does has enough soup

Step-by-step explanation:

From the question, we know,

Joy make 6.5 litres of soup

Serves it in 280ml portions

Step 1

We convert the portions to liters

1 ml = 0.001 litre

280 ml

= 280ml × 0.001 litre/1 ml

= 0.28litre

Step 2

We divide 6.5 liters by 0.28 to find out how many people can be served

= 6.5 ÷ 0.28

= 23.2142857143 people

We can see that 6.5 liters soup can serve 23 people approximately.

Therefore, Yes, Joy definitely does has enough soup to serve 22 people

Answer:

6+-3 =-9

Step-by-step explanation:

so if u add a positive number to a negative number the whole answer  is a negative number i

The first Venn diagram is the Venn diagram that shows a shaded sample space that represents students who are not participating in soccer and track.

A Venn Diagram divides a data-set into separate regions, which are correspond to each activity in the context of the problem.

The intersection region is the region that corresponds to students doing both activities.

For this problem, we want to shade the students that do none of the activities, that is, we want the circles to be empty, hence the first option is the correct option for this problem.

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Answer:

Step-by-step explanation:

Firstly, let us express the cost

for Li

5e+n=63---------1

for Jen

e+2n=36---------2

the system of equations are

5e+n=63----1

e+2n=36-----2

Multiply 1 by 1 and 2 by 5 to eliminate e we have

 5e+n=63

 5e+10n=180

-0-9n=-117

9n=117

Divide both sides by 9 we have

n=117/9

n=13

put n=13 in eqn 1 we have

e+2(13)=36

e+26=36

e=36-26

e=10

Earing is $13

Necklace is $10

The contrapositive of the theorem: "for any two real numbers, x and y, if x and y are both rational then x + y is also rational" is given by this:

If x + y is irrational then x is irrational or y is irrational.

If we have two statements p and q, such that p ⇒ q, then the contrapositive of this relation is q' ⇒ p', that is negative of q implies a negative of p.

Let our statements be,

p: x and y are both irrational

∴ p': x is irrational or y is irrational

q: x + y is irrational.

∴ q': x + y is irrational.

The given theorem is the relation, p ⇒ q.

We are asked to find the contrapositive of this theorem. The contrapositive of the relation is, q' ⇒ p'.

This relational statement is:

If x + y is irrational then x is irrational or y is irrational.

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The value of the rational function f(x) (x³ + 3x)/(x + 10) on putting the value of x of 5 is 9.3333.

The function is an expression, rule, or law that defines the relationship between one variable to another variable. Functions are ubiquitous in mathematics and are essential for formulating physical relationships.

The function f is given below.

\(f(x ) = \dfrac{x^3 + 3x }{x+ 10}\)

Then the value of f(x) at x = 5 will be given as

\(\rm f(x ) = \dfrac{5^3 + 3*5 }{5+ 10}\\\\\\f(x ) = \dfrac{125 + 15}{15}\\\\\\f(x ) = \dfrac{140}{15}\\\\\\f(x) = 9.333\)

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Answer:11/25

Step by step: Edge 2023

Answer:

The correct answer is actually B, 31

Step-by-step explanation:

Here is a link to a video giving an in depth explanation, just delete all of the (space)s

https://( )www.numerade( ).com/questions/find-the-( )indicated-term-( )of-each-sequence-the( )-eighth-term-of-( )the-arithmetic-( )sequence-whose-( )fourth-ter/

The distance d between the complex number -3 + 2i and 0 is √13.

To find the distance d between the complex number -3 + 2i and 0, you can use the formula for the distance between two complex numbers, which is:

d = √((x2 - x1)² + (y2 - y1)²)

In this case, the first complex number is -3 + 2i, so x1 = -3 and y1 = 2. The second complex number is 0, which can be represented as 0 + 0i, so x2 = 0 and y2 = 0.

Now, plug in these values into the formula:

d = √((0 - (-3))² + (0 - 2)²)

d = √((3)² + (-2)²)

d = √(9 + 4)

d = √13

So the distance d between the complex number -3 + 2i and 0 is √13.

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Answer:

Step-by-step explanation:

Step one:

given data

the cost of the laptop= $800

initial payment= $200

monthly payment = $60

let the number of months be x

the expression for the situation is the function for the equation of line

y=mx+c

Step two:

the expression for the situation is

800=200+60x

solve for x

800-200=60x

400=60x

divide both sides by 60

x=400/60

x=6.7

Approximately 7 months

The final MIPS instruction is lw $0, 0($4). This is the same as the Source Column in the Text Segment window. To answer this question, we should first locate the address 0x00400010 in the Text Segment window, which will show you the machine code at this address in hexadecimal format.

a. Next, convert this hexadecimal code to binary.
b. After obtaining the binary version of the machine code, you need to determine the instruction type by examining the opcode (the first 6 bits of the binary code). Based on the opcode, you can identify whether it is an R-type, I-type, or J-type instruction. The number of fields and their names differ for each instruction type:
- R-type: 6 fields (opcode, rs, rt, rd, shamt, funct)
- I-type: 4 fields (opcode, rs, rt, immediate)
- J-type: 2 fields (opcode, address)
c. To find the value of each field in hexadecimal, first identify the binary bits corresponding to each field based on the instruction type determined in step b. Then, convert each field from binary to hexadecimal.
d. To identify the operation and mapping of the registers, refer to the MIPS reference sheet. Match the opcode and (if applicable) the funct code to the corresponding operation. For R-type instructions, also identify the source registers (rs, rt) and the destination register (rd). For I-type instructions, identify the source register (rs), the target register (rt), and the immediate value. For J-type instructions, there is no register mapping.
e. The final MIPS instruction can be determined by combining the operation and register mappings obtained in step d. Compare this instruction to the one in the Source Column of the Text Segment window to verify if they are the same.

a. The machine code at address 0x00400010 in hex is 0x8fa40000. Converting this to binary gives us 10001111101001000000000000000000.
b. From the binary version of the machine code, we can see that this is an I-type instruction. We can tell because the first six digits (100011) correspond to the opcode for an I-type instruction. There are three fields in this instruction type: opcode, rs, and immediate.
c. The value of each field in hex is opcode (0x8), rs (0x14), and immediate (0x0).
d. According to the MIPS sheet, this instruction is an lw (load word) operation. We can tell because the opcode (0x8) corresponds to lw on the sheet. The mapping of registers being used in this instruction is: $4 (rs) and $0 (rt) are being used, and the immediate value (0x0) is being added to the value in $4 to get the memory address to load from.
e. The final MIPS instruction is lw $0, 0($4). This is the same as the Source Column in the Text Segment window.

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