can someone answer a couple of these it doesn’t have to be all but some would be helpful!!

The probability of selecting no Independents is $\frac{{7 \choose 2} + {8 \choose 2}}{{20 \choose 2}} = \frac{91}{190} \approx 0.4789$.

Answer:

use desmos or they work pretty well

The solution of the inequality is -4<x≤1 where x≠-1

A relationship between two expressions or values that are not equal to each other is called 'inequality.

The given inequality is x²-1/x²+5x+4 ≤0

Let us factor the terms in inequality to find the solution

(x+1)(x-1)/(x+1)(x+4) ≤0

(x-1)/(x+4)  ≤0

Find the critical values where the inequality changes sign

Interval 1: x < -4

Interval 2: -4 < x < 1

Interval 3: x > 1

Test each interval to see where the inequality is true or false

For interval 1, we can choose x = -5 as a test point:

(x-1)/(x+4) = (-5-1)/(-5+4) = -6 < 0

Since the inequality is true for x = -5, it is also true for all x < -4.

For interval 2, we can choose x = 0 as a test point:

(x-1)/(x+4) = (0-1)/(0+4) = -1/4 < 0

Since the inequality is true for x = 0, it is also true for all -4 < x < 1.

For interval 3, we can choose x = 2 as a test point:

(x-1)/(x+4) = (2-1)/(2+4) = 1/6 > 0

Since the inequality is false for x = 2, it is also false for all x > 1.

Combine the intervals where the inequality is true -4<x≤1 where x≠-1 is the solution

Hence, the solution of the inequality is -4<x≤1 where x≠-1

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The formula for the general term of the arithmetic sequence is:

a) an = -10 + (n-1) * 6 and first-term = -10

b) an = -10 + (n-1) * 6 and first-term = 6

c) an = 36 + (n-1) * (-5) and first-term = 36

An arithmetic sequence is a sequence of numbers in which each term (after the first) is obtained by adding a fixed number called the common difference, d, to the preceding term. The first term of an arithmetic sequence is denoted by 'a'. The general formula for an arithmetic sequence is:

a, a + d, a + 2d, a + 3d, ...

where 'a' is the first term, 'd' is a common difference, and each term after the first is obtained by adding 'd' to the preceding term.

a) To find the common difference, we subtract any term from the term that comes after it. For example, we can subtract -10 from -4, or 2 from 8, and we get:

-4 - (-10) = 6

8 - 2 = 6

Since both of these subtractions give us the same result, we know that the common difference is d = 6. To find the first term, we can use any term and subtract the product of the common difference and its position in the sequence minus 1. For example, we can use the second term -4 and its position 2 to get:

a = -4 - (2-1) * 6 = -10

Therefore, the formula for the general term of the sequence is:

an = -10 + (n-1) * 6

b) The common difference between consecutive terms is -2 because each term is 2 less than the term before it. To find the first term, we can use any term and add the product of the common difference and its position in the sequence minus 1. For example, we can use the second term 8 and its position 2 to get:

a = 8 + (2-1) * (-2) = 6

Therefore, the formula for the general term of the sequence is:

an = 6 + (n-1) * (-2)

c) The common difference between consecutive terms is -5 because each term is 5 less than the term before it. To find the first term, we can use any term and add the product of the common difference and its position in the sequence minus 1. For example, we can use the second term 31 and its position 2 to get:

a = 31 + (2-1) * 5 = 36

Therefore, the formula for the general term of the sequence is:

an = 36 + (n-1) * (-5)

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Answer:

To dilate a triangle using a scale factor of 3.5, we multiply the distance between each vertex and the center of dilation (in this case, the origin) by 3.5.

Using this information, we can find the coordinates of each vertex of triangle A'B'C':

A' = (43.5, 33.5) = (14, 10.5)

B' = (33.5, -23.5) = (10.5, -7)

C' = (-33.5, 13.5) = (-10.5, 3.5)

Therefore, the vertex of point C' is (-10.5, 3.5).

So the correct answer is C′(−10.5, 3.5).

The answer to this question is  0.077

Donna Mosier should use an Individuals control chart to set control limits for the data entry process.

An Individuals control chart is a type of process control chart used to monitor the process when the sample size is one. In this case, Mosier is examining 100 records entered by each of the 20 clerks, making the sample size one.

To set control limits that include 99.73% of the random variation in the data entry process, Mosier can use the following steps:

By using an Individuals control chart, Mosier can set control limits to monitor the data entry process and detect any issues before they become major problems.

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The area of the region R is 4/3 square unit, while the value of c is 2 - √3.

To find the value of c for which the two subregions have the same area, we need to first find the points of intersection of the given curves.

Setting y = 2x - x^2 = 0, we get x = 0 and x = 2. So the curves intersect at the points (0,0) and (2,0).

Now, we can set up the integral to find the area of the region R:

A = ∫[0,2] (2x - x^2) dx

A = [x^2 - (x^3/3)]|[0,2]

A = (4/3) square units

Next, we need to find the value of c for which the two subregions of R have the same area. Let (a, 2a - a^2) be the point where the line y = cx intersects the curve y = 2x - x^2.

So we have:

2a - a^2 = ca

Rearranging, we get:

a^2 - 2a + c = 0

Using the quadratic formula, we get:

a = (2 ± √(4 - 4c))/2 = 1 ± √(1 - c)

Since a > 0, we must choose the positive root.

Now, we can set up the integrals to find the areas of the two subregions of R:

A1 = ∫[0,a] (2x - x^2 - cx) dx

A2 = ∫[a,2] (2x - x^2 - cx) dx

Setting A1 = A2, we get:

∫[0,a] (2x - x^2 - cx) dx = ∫[a,2] (2x - x^2 - cx) dx

Solving for c, we get:

c = (2a - a^2)/(2a - 2)

Substituting a = 1 + √(1 - c), we get:

c = 2 - √3

Therefore, the value of c for which the two subregions of R have the same area is 2 - √3.

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Answer:

B

Step-by-step explanation:

The value of 0.6 is greater than the value of 0.39 because 0.6 represents a larger proportion or fraction of a whole than 0.39 does.

To compare these two values, we can think of them as parts of a whole. For example, we can consider 0.6 as 60% of a whole and 0.39 as 39% of the same whole. When we compare 60% and 39%, it is clear that 60% is greater than 39%.

Another way to compare these two values is to convert them to fractions. 0.6 can be written as 6/10 or 3/5, while 0.39 can be written as 39/100.

When we compare 6/10 and 39/100, we can see that 6/10 is greater than 39/100 because 6/10 represents 6 parts out of 10, while 39/100 represents 39 parts out of 100.

Therefore, we can conclude that the value of 0.6 is greater than the value of 0.39 because it represents a larger proportion or fraction of a whole.

The H. C. F of 80,215,245 and 720 using long division method is 5.

The long division method to find the Highest Common Factor (H.C.F.) of 80, 215, 245, and 720.

Divide the largest number by the smallest number.

720 ÷ 80 = 9 with a remainder of 0

Divide the smallest number by the remainder from the previous step.

80 ÷ 40 = 2 with a remainder of 0

Divide the remainder from the previous step by the next smallest number.

40 ÷ 5 = 8 with a remainder of 0

Divide the remainder from the previous step by the next smallest number.

5 ÷ 5 = 1 with a remainder of 0

We have reached a remainder of 0, which means that 5 is the H.C.F. of the given numbers.

Therefore, the H.C.F. of 80, 215, 245, and 720 is 5.

We can also verify this by listing the factors of each number and finding the common factors:

80: 1, 2, 4, 5, 8, 10, 16, 20, 40, 80

215: 1, 5, 43, 215

245: 1, 5, 7, 35, 49, 245

720: 1, 2, 3, 4, 5, 6, 8, 9, 10, 12, 15, 16, 18, 20, 24, 30, 36, 40, 45, 48, 60, 72, 80, 90, 120, 144, 180, 240, 360, 720

The common factors are 1, 5, and 40.

The largest common factor is 5, which is the same as what we obtained using the long division method.

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Answer:150°

Step-by-step explanation:

Step-by-step explanation:

j = jana's age

m = mom's age = 2.5 j

g = grandma's age = 5.25 j      summed, they equal 149 IN THREE YEARS

j+3       +     2.5j +3     +    5.25 j + 3 = 149

8.75 j  + 9 = 149

8.75 j = 140

j = 16  y/o

   mom = 2.5 j = 40 y/o

         g-ma = 5.25 j = 84 y/o

The radian measure of the center angle corresponding to the arc length of 10 centimeters is 2 radians.

An arc is a segment of a curve or a curved line that is a part of a circle, an ellipse, or any other curved shape. In geometry, arcs are important because they define a portion of the circumference of a circle or an ellipse.

An arc is defined by two endpoints on the curve and the points on the curve between the endpoints. The length of an arc is measured as the distance along the curve between the two endpoints. The measure of an arc is often expressed in terms of degrees or radians.

In a circle, an arc is a part of the circumference of the circle, and it is named based on the two endpoints of the arc. For example, if AB is an arc of a circle with endpoints A and B, then it can be denoted as arc AB or arc BA.

An arc can be measured in terms of its central angle, which is the angle formed by the two radii that define the endpoints of the arc and the center of the circle. The measure of the central angle of an arc is directly proportional to the length of the arc. In other words, if two arcs have central angles that are equal, then their lengths are also equal.

The radian measure of the center angle corresponding to an arc length of a circle is given by the formula:

θ = s/r

where θ is the radian measure of the center angle, s is the length of the arc, and r is the radius of the circle.

In this case, the radius of the circle is given as 5 centimeters, and the length of the arc is given as 10 centimeters. Substituting these values into the formula, we get:

θ = 10/5 = 2 radians

Therefore, the radian measure of the center angle corresponding to the arc length of 10 centimeters is 2 radians.

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The value of both domain and range of this exponential function is (−∞,∞).

y = 2x-9

The domain of the function can be defined as all real numbers except the ones where the expression is undefined. In the case of 2x-9, there is no real number for which this expression is undefined. Therefore, a domain of this exponential function is (−∞,∞).

The range of the function is defined as the set of all valid y values. In this case, all real numbers are valid values of y. Therefore, the range of this exponential function is (−∞,∞).

Therefore, domain of y = 2x-9 is (−∞,∞) and range is also (−∞,∞).

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Every day, the number of views of the video increases by 80% of the previous day's views.

Every day, the number of views of the video increases by a certain percentage. To find the daily percent change in the views, we can use the formula for percent change, which is given by:

percent change = ((new value - old value) / old value) * 100

In this case, the old value is the number of views at the start, which is 500, and the new value is the number of views after one day, which is given by:

V(1) = 500*(1.8)^1 = 900

Substituting these values into the formula, we get:

percent change = ((900 - 500) / 500) * 100 = 80%

In other words, for every day that passes, the number of views of the video is multiplied by a factor of 1.8.

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The value of cos ( 90 - x ), given the side lengths of the right triangle would be B. 3 / 5.

In a right triangle, the sum of the two acute angles is always 90 degrees. If we have a right triangle with side lengths 3, 4, and 5, then it's a 3-4-5 Pythagorean triple, which means the angles are also in a specific ratio.

Now, we want to find cos(90 - x). Since the sum of the two acute angles in a right triangle is 90 degrees, the other angle in the triangle is (90 - x). We know that sin x = opposite / hypotenuse, so in our triangle, sin(90 - x) = 3/5.

The sine and cosine of complementary angles are related by the co-function identity:

cos(90 - x) = sin x

So, cos(90 - x) = sin(90 - x) = 3/5.

The answer is 3/5.

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This means that we can be 95% confident that the true population means examination score falls within this range based on the sample data.

The confidence interval estimate of the population means examination score can be calculated using the sample mean and the margin of error. The margin of error depends on the level of confidence and the sample size.

For example, if a sample of 100 applications provided a sample mean score of 80, and a 95% confidence level is used, the confidence interval estimate of the population mean examination score would be:

Margin of error = (critical value) x (standard error)

The critical value for a 95% confidence level with 99 degrees of freedom is 1.984. The standard error can be calculated using the formula:

Standard error = (standard deviation) / sqrt(sample size)

If the standard deviation of the examination scores is known, it can be used in the formula. If not, the sample standard deviation can be used as an estimate.

Assuming a sample standard deviation of 10, the standard error would be:

[tex]Standard\  error = \frac{10} { \sqrt{(100)}} = 1[/tex]

Therefore, the margin of error would be:

Margin of error = 1.984 x 1 = 1.984

The confidence interval estimate of the population means examination score would be:

80 ± 1.984, or between 78.016 and 81.984.

This means that we can be 95% confident that the true population means examination score falls within this range based on the sample data.

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The 95% confidence interval for the population mean examination score would be between 72.23 and 77.77, to the

nearest whole number.

To determine the confidence interval estimate of the population mean examination score based on a sample mean

provided to the nearest whole number, we need to know the sample size and the level of confidence.

Assuming a normal distribution and a level of confidence of 95%, we can use the following formula to calculate the

confidence interval estimate:

Confidence interval = sample mean +/- (critical value) x (standard error)

The critical value can be found using a t-distribution table or a calculator, based on the sample size and degrees of

freedom (n-1). For a sample size of 30 or more, we can use the z-score instead of the t-score.

The standard error is the standard deviation of the sample divided by the square root of the sample size.

For example, if a sample of 50 applications provided a sample mean of 75, and the standard deviation was 10, the

standard error would be 10/sqrt(50) = 1.41.

Assuming a level of confidence of 95%, the critical value for a sample size of 50 and degrees of freedom of 49 would be 1.96.

Therefore, the confidence interval estimate would be:

75 +/- 1.96 x 1.41 = 75 +/- 2.77

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Answer: Sarah bought 5 first class tickets and (13-5) = 8 coach tickets.

Step-by-step explanation: The taken a toll of one to begin with lesson ticket is $1200 and the fetched of one coach ticket is $380.

So, the full taken a toll of first class tickets would be 1200x and the entire cost of coach tickets would be 380(13-x) = 4940 - 380x.

The overall fetched of the tickets is given as $9040, so we will set up the taking after condition:

1200x + 4940 - 380x = 9040

Streamlining and tackling for x, we get:

820x = 4100

x = 5

Answer: 1

Step-by-step explanation: It is the middle of the sequence, so you basically count until you find the middle

If y is proportional to the square root of x and y = 60 when x = 36, then the value of x when y = 80 is 64

We are given that y is proportional to the square root of x, or y ∝ √x.

Using the constant of proportionality k, we can write this relationship as:

y = k√x

To solve for k, we can use the values given in the problem

y = 60, x = 36

60 = k√36

60 = k × 6

k = 60 / 6

Divide the numbers

k = 10

Now that we know k, we can use the same equation to find x when y = 80

80 = 10√x

Squaring both sides, we get

6400 = 100x

x = 64

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The given question is incomplete, the complete question is:

y ∝ √x If y = 60 when x = 36, find x when y = 80​.

The no of rectangular prism that fit perfectly in the system is 540.

A rectangular prism is a three-dimensional solid object that has six rectangular faces. It is also known as a rectangular parallelepiped. The rectangular prism is characterized by its length, width, and height, which are also called its dimensions.

The volume of a rectangular prism can be calculated by multiplying its length, width, and height. The formula for the volume of a rectangular prism is:

Volume = length x width x height

The surface area of a rectangular prism can be calculated by adding the areas of all its faces. The formula for the surface area of a rectangular prism is:

Surface area = 2(length x width) + 2(length x height) + 2(width x height)

Rectangular prisms are commonly used in geometry and in real-world applications, such as in architecture, engineering, and manufacturing. They can be used to represent buildings, boxes, containers, and other objects with rectangular shapes.

Given, a rectangular prism has  a volume of 180 cubic inches.

To find how many 1/3 inch cubes fit inside we have that,

180/(1/3)

540/1

540

Hence the no of cube fit inside is 540.

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The answer is   X = 10

⇒ Given [tex]\frac{2x}{3} + 1 = \frac{7x}{15} + 3[/tex]

⇒  [tex]\frac{2x+3}{3} = \frac{7x+45}{15}[/tex]

⇒ 15(2x + 3) = 3(7x + 45)

⇒ 30x + 45 = 21x + 135

⇒ 30x - 21x = 135 - 45

⇒ 9x = 90

⇒ x = [tex]\frac{90}{9}[/tex]

⇒ Therefore X = 10

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Increasing the shortening in the French bread formula to 7% would result in a softer and more tender crumb due to the added fat.

French bread is typically made with a small amount of fat, such as butter or oil, to enhance its flavor and texture. However, increasing the shortening to 7% would significantly increase the amount of fat in the formula, which would have several effects on the final product.

Firstly, the added fat would make the dough more extensible, resulting in a softer and more tender crumb. This is because the fat coats the gluten strands in the dough, reducing their ability to form a strong network and resulting in a more open and airy crumb.

Additionally, the added fat would also make the crust softer and less crispy. This is because the fat prevents the crust from drying out and developing a hard, crispy texture.

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2 ounces of clay left in the bucket.

If Gina has used 3/10 of the bucket, then Joey has used,

1 - 3/10 = 7/10 of the bucket

Similarly, if Joey has used 3/5 of the bucket, then Gina has used,

1 - 3/5 = 2/5 of the bucket

The total amount of clay used by both of them is,

3/10 + 3/5 = 9/10

Therefore, the amount of clay left in the bucket is,

1 - 9/10 = 1/10

Since the bucket contains 20 ounces of clay, the amount of clay left in the bucket is,

(1/10) x 20 ounces = 2 ounces

So, there are 2 ounces of clay left in the bucket.

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In linear equation, 3f² + 8f + 16 feet is the length of the fourth side of the room.

What is  linear equation?

An algebraic equation with simply a constant and a first- order( direct) element, similar as y = mx b, where m is the pitch and b is the y- intercept, is known as a linear equation.

                         The below is sometimes appertained to as a" direct equation of two variables," where y and x are the variables. Equations whose variables have a power of one are called direct equations. One illustration with only one variable is where layoff b = 0, where a and b are real values and x is the variable.

= 5f² + 19f + 11 - 6f - 5f + 7 - 2f² - 2

= 3f² + 8f + 16 feet

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The expression that represent the length of the fourth side of the room is  [tex]3f^2 + 8f + 16[/tex].

What is  expression ?

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. Unknown variables, integers, and arithmetic operators are the components of an algebraic expression. There are no symbols for equality or inequality in it.

Here Total length of the room = [tex]5f^2+19f+11[/tex]

Three sides length of the room = 6f , 5f-8 and [tex]2f^2+2[/tex]

Fourth side = Total length - sum of length of three sides

=> [tex]5f^2+19f+11-(6f+5f-7+2f^2+2)[/tex]

=>  [tex]5f^2+ 19f + 11 - 6f - 5f + 7 - 2f^2 - 2[/tex]

=>  [tex]3f^2 + 8f + 16[/tex] .

The expression that represent the length of the fourth side of the room is  [tex]3f^2 + 8f + 16[/tex].

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The surface area of the cylinder is approximately 94.2 ft².

Surface area refers to the total area of the external or outer part of an object. It is the sum of the areas of all the individual surfaces or faces of the object. Surface area is typically measured in square units, such as square inches (in²), square feet (ft²), or square meters (m²), depending on the unit of measurement used.

According to the given information:

The surface area of a cylinder is the sum of the lateral surface area (the curved surface) and the area of the two circular bases.

The formula for the lateral surface area of a cylinder is given:

Lateral Surface Area = 2πrh

where r is the radius of the cylinder and h is the height of the cylinder.

Plugging in the given values for the radius (r = 3 ft) and height (h = 2 ft), we can calculate the lateral surface area:

Lateral Surface Area = 2π * 3 * 2 = 12π ft²

The formula for the area of a circle (which represents the bases of the cylinder) is given:

Circle Area = πr²

Plugging in the given value for the radius (r = 3 ft), we can calculate the area of each circular base:

Circle Area = π * 3² = 9π ft²

Since there are two bases in a cylinder, we multiply this by 2 to account for both bases:

2 * Circle Area = 2 * 9π = 18π ft²

Now, we can add the lateral surface area and the area of the two bases to find the total surface area of the cylinder:

Total Surface Area = Lateral Surface Area + 2 * Circle Area

= 12π + 18π

= 30π ft²

As a decimal rounded to the nearest tenth, the surface area of the cylinder is approximately 94.2 ft²

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The probability that no more than 4 of the next 10 households that a student visits will purchase a raffle ticket is 1%.

Probability refers to the likelihood or chance of a particular event occurring, and it is usually expressed as a number between 0 and 1. An event with a probability of 0 is impossible, while an event with a probability of 1 is certain.

For example, if you toss a fair coin, the probability of getting heads is 0.5, and the probability of getting tails is also 0.5. If you roll a fair six-sided die, the probability of rolling a 6 is 1/6, and the probability of rolling any other number is also 1/6. Based on the information, the correct option is C.

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60.8π square inches is the area of the label.

The area or region that an object’s surface occupies is known as its surface area. Volume, on the other hand, refers to how much room an object has. There are numerous shapes and dimensions in geometry, including spheres, cubes, cuboids, cones, cylinders, etc. Each form has its own volume and surface area.

We wish to find the area of the rectangle A= L x W because we know the label is a rectangle that has been folded into a cylinder form.

W is known to be 7.6 inches.

We must determine the length that encircles the can's circumference.

Radius = 4 inches,

circumference = C = 2 πr.

(In terms of π, therefore don't multiply.) C = (2) π (4)

C = 8 pi millimeters

We now have L = 8π

And W is equal to 7.6.

A = L x W

A = 60.8π square inches.

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Answer:

2x-13

Step-by-step explanation:

First flip the operation to be (-10x^2+2x-10) + (10x^2-3).

Then you simplify it. The 10x^2 would get canceled out. You would then get 2x-13.

Answer: there is only one number

Answer:

Solo hay un número primo que se puede escribir como suma de dos números primos y también como diferencia de dos números primos.

Espero haber ayudado :D