Timothy had 30 dollars to spend on 3 gifts. He spent 10 9/10 dollars on gift A and 3 3/5 on gift B. How much money did he have left for gift C?

The contrapositive of the given statement is “If their graph is a linear function, then the two variables are directly proportional”, option B is correct.

The contrapositive of a conditional statement switches the order of the clauses and negates them both. In general, the contrapositive of a conditional statement has the same truth value as the original statement.

It can be a useful tool in logic and proofs because it can help simplify the statement and make it easier to prove or disprove. For example, if we wanted to prove the original statement, we could instead prove its contrapositive, option B is correct.

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The complete question is:

What is the contrapositive of the conditional statement?

A) If their graph is not a linear function, then the two variables are not directly proportional.

B) If their graph is a linear function, then the two variables are directly proportional.

C) If two variables are not directly proportional, then their graph is not a linear function.

D) If their graph is a non-linear function, then the two variables are not directly proportional.

Answer:x= 3/22

Step-by-step explanation:

Distribute

Subtract the numbers

Combine multiplied terms into a single fraction

Distribute

Find common denominator

Combine fractions with common denominator

Multiply the numbers

Add the numbers

The probability that they are all of different colors when a bag contains 9 marbles is 9/28.

Probability refers to potential. A random event's occurrence is the subject of this area of mathematics. The range of the value is 0 to 1. Mathematics has included probability to forecast the likelihood of certain events. The degree to which something is likely to happen is basically what probability means. You will understand the potential outcomes for a random experiment using this fundamental theory of probability, which is also applied to the probability distribution.

Total number of marbles=9

Number of red marbles=3

Number of blue marbles=3

Number of yellow marbles=3

Three marbles are  selected from the bag at random probability that they are all different color:

[tex]\frac{^3C_1*^3C_1*^3C_1}{^9C_3} = \frac{9}{28}[/tex].

Therefore, the probability that they are all of different colors is 9/28.

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Complete question:

A bag contains 9 marbles, 3 of which are red, 3 of which are blue, and 3 of which are yellow. If three marbles are selected from the bag at random, what is probability that they are all of different colors?

The conclusion is that in a bowl containing 9 marbles, at least 3 of them are red, at least 3 are blue, or at least 5 are said to be green.

The use of Pigeonhole Principle to prove the statement will be done in this question.

The Pigeonhole Principle is one that states that if there are more pigeons than pigeonholes, then at least one pigeonhole needs to have  more than one pigeon.

So lets assume for contradiction that there are not at least 3 red marbles, 3 blue marbles, or 5 green marbles.

Case 1: There are fewer than 3 red marbles.

If less than 3 red marbles, then max 2 red marbles. 9 - 2 = 7 marbles left. 7 marbles: blue/green. With more than 3 marbles and assumed 2 red marbles, it violate the Pigeonhole Principle.

Case 2: There are fewer than 3 blue marbles.

If 3 blue marbles, then max 2 blue marbles. 9-2=7 marbles left, red or green. "More marbles than pigeonholes - against the Pigeonhole Principle."

Case 3: There are fewer than 5 green marbles.

5 green marbles, 4 green marbles. We have more marbles than pigeonholes,  so against the Pigeonhole Principle.

So, there is  contradiction in all 3 cases, our initial assumption that there are not at least 3 red marbles, 3 blue marbles, or 5 green marbles have to be  false.

So, we can say that in a bowl containing 9 marbles, at least 3 of them are red, at least 3 are blue, or at least 5 are green.

Another is:

Total number of marbles=9

Number of red marbles=3

Number of blue marbles=3

Number of yellow marbles=3

So, the probability that they are all of different colors is 9/28.

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The make of one keyboard guarantee should be for about 58 months, or approximately 5 years.

We can use the normal distribution to model the lifetime of the keyboards. Let X be the random variable representing the lifetime of the keyboards, and let μ = 6 and σ = 1.3 be the mean and standard deviation, respectively.

To find the length of guarantee such that no more than 5% of the keyboards need to be replaced under guarantee, we need to find the value x such that P(X < x) = 0.05. We can standardize the variable by subtracting the mean and dividing by the standard deviation:

Z = (X - μ) / σ

Using the standard normal distribution table or a calculator with a normal distribution function, we find that the z-score corresponding to a cumulative probability of 0.05 is approximately -1.645.

Therefore,

-1.645 = (x - 6) / 1.3

Solving for x, we get:

x = -1.645 * 1.3 + 6 = 4.83

So the length of guarantee should be approximately 4.83 years. Converting this to months, we get:

4.83 years * 12 months/year ≈ 58 months

Therefore, the guarantee should be for about 58 months, or approximately 5 years.

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Answer:
The correct is 60%

Step-by-step explanation:

The total number of marbles in the bag is:

2 + 4 + 10 + 9 = 25

The probability of selecting a yellow marble from the bag is:

P(yellow) = 10/25 = 2/5

Therefore, the probability of not selecting a yellow marble (i.e., selecting a red, green, or purple marble) is:

P(not yellow) = 1 - P(yellow) = 1 - 2/5 = 3/5 = 60%

Therefore, the answer is 60%.

1. Draw the Lewis structure of the species, including all valence electrons.
2. Use the electron pair repulsion theory (VSEPR theory) to determine the electron pair geometry.
3. Identify the molecular geometry based on the arrangement of atoms around the central atom and Label the bond angles between the atoms.

Here are the steps for determining the geometry of a covalently bonded species in the correct order:

1. Determine the central atom: Identify the central atom in the molecule or ion, which is usually the least electronegative element or the one with the highest bonding capacity.

2. Count the number of electron domains: Calculate the total number of electron domains surrounding the central atom. This includes both bonding and non-bonding electron pairs.

3. Identify the electron domain geometry: Based on the number of electron domains, identify the corresponding electron domain geometry using the VSEPR (Valence Shell Electron Pair Repulsion) theory.

4. Determine the molecular geometry: Considering the positions of the bonded atoms only (ignoring non-bonding electron pairs), identify the molecular geometry of the species.

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At some point in our lives, we come across a moment that presents an opportunity to showcase our talents and abilities. This moment, often referred to as "our moment to shine," can be a turning point that propels us to greater heights of success and achievement. For me, such a moment came when I least expected it, and it changed the course of my life.

It was during my senior year of high school when I got the chance to compete in a regional public speaking competition. I had always been interested in public speaking and had participated in a few contests in the past, but this was different. This competition was going to be fierce, with participants from some of the most prestigious schools in the region. The pressure was high, and the stakes were even higher.

As the day of the competition approached, I found myself getting more and more nervous. I had prepared extensively, spending countless hours rehearsing my speech and polishing my delivery. But still, the thought of standing in front of a panel of judges and a large audience was daunting.

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The reflectyed point Rx is given as 6 , 3

The distance would have to be solved for first

This is the distance between the point P and the vertical line x = 2.

The distance d =  |(-2) - 2|

= |-4|

= 4

Next we have to take the point P o the other side of the line x = 2 this is the point that has the same distance

We will solve for the new coordinate

2 + 4

= 6

Hence the reflectyed point Rx is given as 6 , 3

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Experiment: "Favorite Cake Flavor"

Hypothesis: Different people have different favorite cakes flavors.

Now, Data collection enables us to identify the cakes flavors both popular and unpopular amongst users.

Furthermore, data analysis based on factors such as age, gender, and location allows for determining if disparities exist between consumer flavor preferences.

The findings of this study would be beneficial to cakes manufacturers and retailers, as they could enhance comprehension of preferred buyer choices and eventuate their products accordingly.  

Conclusively, improved knowledge of preferred flavor profiles would facilitate refining marketing methodologies to attract a broader target audience.

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The random variable is discrete because it can only take on integer values.

You cannot have a fraction or decimal number of passengers in a vehicle. For example, a vehicle can have 1, 2, 3, or 4 passengers, but it cannot have 2.5 passengers. Discrete variables have a countable number of possible values and can be listed and counted. In contrast, continuous variables can take on any value within a range and are not limited to specific values. Examples of continuous variables include time, weight, and height.

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The angular velocity of the circle is approximately 19 m/s.

In order to find the missing quantity, we can use the relationship between linear velocity and angular velocity in a circle. The linear velocity of a point on the edge of a circle is the product of the radius and the angular velocity. This can be expressed as:

v = r * w

where v is the linear velocity, r is the radius, and w is the angular velocity.

To find the value of w, we can rearrange this equation to solve for w:

w = v / r

Substituting the given values of v and r, we get:

w = 1235 m/min / 65 m

w = 19 m/s

It's important to note that units must be consistent when using formulas to solve problems. In this case, we converted the given linear velocity from m/min to m/s before plugging it into the formula. Also, we rounded the answer to the nearest tenth, as instructed, since the given values were rounded to the nearest unit.

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Answer:

To find the slope of the tangent to the curve y = 4e^(3x) + (1/5)x + 4 at x = 1.5, we need to take the derivative of y with respect to x and evaluate it at x = 1.5.

The derivative of y with respect to x is:

dy/dx = 12e^(3x) + (1/5)

So, the slope of the tangent to the curve at x = 1.5 is:

dy/dx | x=1.5 = 12e^(3(1.5)) + (1/5)

dy/dx | x=1.5 = 12e^(4.5) + 0.2

dy/dx | x=1.5 ≈ 197.515

Therefore, the slope of the tangent to the curve y = 4e^(3x) + (1/5)x + 4 at x = 1.5 is approximately 197.515.

The slope of the tangent to the curve y = 4e^(3x) + 1/(5x) + 4 at x = 1.5 is approximately 512.558.

To find the slope of the tangent to the curve y = 4e^(3x) + 1/(5x) + 4 at x = 1.5, we need to take the derivative of y with respect to x and evaluate it at x = 1.5.

Taking the derivative of y with respect to x using the sum and power rules of differentiation, we get:

y' = 12e^(3x) - 1/(5x^2)

Now we substitute x = 1.5 to get:

y'(1.5) = 12e^(3(1.5)) - 1/(5(1.5)^2)

Simplifying, we get:

y'(1.5) = 12e^(4.5) - 1/11.25

Using a calculator, we can evaluate this expression to get:

y'(1.5) ≈ 512.558

Therefore, the slope of the tangent to the curve y = 4e^(3x) + 1/(5x) + 4 at x = 1.5 is approximately 512.558.

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To find the rate of change of the marginal cost with respect to the production level, we need to take the derivative of the total cost function, C(q), with respect to q.

C'(q) = 6 + 11

C'(q) = 17

This gives us the marginal cost (MC) function:

MC(q) = 17

Therefore, the rate of change of the marginal cost with respect to the production level is constant at 17 dollars per unit.

To find the rate of change of the marginal cost when q=4 units, we simply plug in q=4 into the MC function:

MC(4) = 17

So the answer is not listed among the choices provided. Therefore, the correct answer is not A, B, C, or D.

In summary, the rate of change of the marginal cost with respect to the production level is constant at 17 dollars per unit. When q=4 units, the marginal cost is also 17 dollars per unit.
To find the rate of change of the marginal cost with respect to the production level when q=4 units, given the total cost function C(q) = 6q^3 + 11q + 124, we need to follow these steps:

Step 1: Find the derivative of the total cost function with respect to q. This will give us the marginal cost function.
C'(q) = d(C(q))/dq = d(6q^3 + 11q + 124)/dq

Step 2: Calculate the derivative.
C'(q) = 18q^2 + 11

Step 3: Substitute q=4 into the marginal cost function to find the rate of change at this production level.
C'(4) = 18(4^2) + 11

Step 4: Evaluate the expression.
C'(4) = 18(16) + 11 = 288 + 11 = 299

The rate of change of the marginal cost with respect to the production level when q=4 units is 299 dollars per unit per unit (Option C).

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The total surface area of the square pyramid is 585 in²

An equation is an expression that can be used to show the relationship between two or more numbers and variables using mathematical operators.

The area of a figure is the amount of space it occupies in its two dimensional state.

To get the surface area:

Area of base = 15 in * 15 in = 225 in²

Area of one triangle lateral face = (1/2) * 15 in * 12 in = 90 in²

Area of four triangle lateral face = 4 * 90 in² = 360 in²

Total surface area = 225 in² + 360 in² = 585 in²

The total surface area is 585 in²

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If $12,864 is invested in Jesaki Bank's 10-year CD that earns 2.3% compounded continuously, it will be worth $15,449.83 at maturity in 10 years. This calculation can be done using the formula:

A = Pe^(rt)

Where A is the amount at maturity, P is the principal amount (or initial investment), e is the mathematical constant approximately equal to 2.71828, r is the interest rate, and t is the time period.

Substituting the given values, we get:

A = 12864 * e^(0.023*10)

A = 12864 * e^0.23

A = 12864 * 1.258871

A = 15,449.83

Therefore, the amount invested in Jesaki Bank's 10-year CD will be worth $15,449.83 at maturity in 10 years, rounded to the nearest cent.
To find the maturity value of the CD after 10 years, we will use the formula for continuous compounding:

A = P * e^(rt)

Where:
A = Maturity value
P = Principal amount invested (in this case, $12,864)
e = Base of the natural logarithm (approximately 2.71828)
r = Annual interest rate (in decimal form, 0.023 for 2.3%)
t = Time in years (10 years)

Step 1: Convert the annual interest rate to a decimal.
2.3% = 0.023

Step 2: Plug the given values into the continuous compounding formula.
A = $12,864 * e^(0.023 * 10)

Step 3: Calculate the exponent part of the formula.
0.023 * 10 = 0.23

Step 4: Calculate the maturity value.
A = $12,864 * e^0.23 ≈ $16,079.95

So, after 10 years, the maturity value of the $12,864 invested in the Jesaki Bank 10-year CD with 2.3% interest compounded continuously will be approximately $16,079.95, rounded to the nearest cent.

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The event that have a sample space of h and t would be Flipping a fair, two-sided coin. That is option A.

To calculate the possibility of selecting an outcome form an event the formula that should be used is given as follows;

Probability = possible outcome/sample space.

For a coin, the possible sample space = H and T when flipped only once.

Therefore, the event that have a sample space of h and t would be Flipping a fair, two-sided coin.

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The double-entry principle in the balance of payments states that every transaction in the balance of payments is recorded as both a credit and a debit.

In the first transaction, the Saudi Arabian oil company's purchase of $1 million worth of U.S. government bonds from a U.S. bank will appear as a credit in the financial capital account and as a debit in the current account.

In the second transaction, Arielle's payment of $400 for her hotel stay in San Francisco using her French bank-issued debit card will appear as a credit in the current account and as a debit in the financial capital account.

In the third transaction, Frank's receipt of yen 500,000 in dividend payments on his shares in a Japanese company, which are deposited in his account in a Japanese bank, will appear as a credit in the financial capital account and as a debit in the current account.

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The final value of the annuity after 20 years of quarterly payments at a 5% interest rate compounded quarterly is:

$29,238.49.

To calculate the final value of the annuity, we can use the formula:

FV = P * ((1 + r/n)^(n*t) - 1) / (r/n)

Where:
FV = Final value of the annuity
P = Quarterly payment ($200)
r = Annual interest rate (5%)
n = Number of compounding periods per year (4)
t = Number of years (20)

Plugging in the values, we get:

FV = 200 * ((1 + 0.05/4)^(4*20) - 1) / (0.05/4)
FV = $29,238.49

Therefore, the final value of the annuity after 20 years of quarterly payments at a 5% interest rate compounded quarterly is equal to $29,238.49.

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Answer:

I think it's D

Step-by-step explanation: Because 14 20 23 35 42 64 87 92 125 131 are the order so D can incase all of them

To determine if the given subset is a subspace, verify that it satisfies the following conditions:
  a. It contains the zero vector.
  b. It is closed under vector addition.
  c. It is closed under scalar multiplication.

let's first define the terms:

1. Vector space: A collection of vectors that follow certain rules, such as closure under addition and scalar multiplication.

2. Subset: A set containing elements that are also elements of another set, called the superset.

3. Subspace: A subset of a vector space that is also a vector space by itself, following the same rules as the superset.

Now, you have not provided specific sets to analyze, but I can give you a general approach:

1. Identify the given set and check if it belongs to a known vector space (e.g., ℝ², ℝ³, or other function spaces).

2. To determine if the given subset is a subspace, verify that it satisfies the following conditions:
  a. It contains the zero vector.
  b. It is closed under vector addition.
  c. It is closed under scalar multiplication.

If a given subset satisfies all of the above conditions, then it is a subspace of the identified vector space. If you can provide specific sets, I'd be happy to help you determine whether they are subspaces of a particular vector space.

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The matrix A will have one real eigenvalue of algebraic multiplicity 2 when k = -7.

To find the value of k for which matrix A has one real eigenvalue of algebraic multiplicity 2, we'll need to find the characteristic polynomial and solve for k. Here are the steps:

1. Write down matrix A:
A = | 2  k |
   |-3 -8 |

2. Find the characteristic polynomial by subtracting λ from the diagonal elements and finding the determinant of the resulting matrix:
| 2-λ  k  |
|-3   -8-λ |

3. Compute the determinant:
(2-λ)((-8)-λ) - (-3)(k) = λ^2 + 6λ + k + 16

4. The matrix A will have one real eigenvalue of algebraic multiplicity 2 if the characteristic polynomial has a double root. This occurs when the discriminant of the quadratic equation is equal to 0:
Δ = b^2 - 4ac = (6)^2 - 4(1)(k+16) = 0

5. Solve for k:
36 - 4(k+16) = 0
36 - 4k - 64 = 0
-4k = 28
k = -7

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The graph is attached.

Given is a triangle ABC, we need to find its coordinates if it is reflected over y = -x,

The rule of reflection over y = -x is,

(x, y) = (-x, -y)

So,

A = (-5, -4)

B = (1, -4)

C = (-1, -5)

After reflection,

A' = (5, 4)

B' = (-1, 4)

C' = (1, 5)

Hence the points after reflection are A' = (5, 4), B' = (-1, 4) and C' = (1, 5)

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Answer:A."The theoretical probability, P(gold), is 25%

explanation:It's realy simple

The solution to the absolute value equation |x-3| > 4 is (-∞, -1) U (7, ∞) in interval notation

To solve the absolute value equation |x-3| > 4 and express the answer in interval notation, follow these steps:

1. Break the absolute value inequality into two separate inequalities:
  a) x - 3 > 4 (when x - 3 is positive)
  b) -(x - 3) > 4 (when x - 3 is negative)

2. Solve each inequality:
  a) x - 3 > 4 => x > 7
  b) -(x - 3) > 4 => -x + 3 > 4 => -x > 1 => x < -1

3. Write the solution in interval notation:
  (-∞, -1) U (7, ∞)

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D'Angelo is reviewing potential sources for his research writing assignment and is considering an article with a different point of view. In this situation, he is using the Relevance aspect of the CRAAP method to determine if the article is appropriate for his paper.

The CRAAP method stands for Currency, Relevance, Authority, Accuracy, and Purpose, and helps evaluate the credibility and reliability of sources.

In this scenario, D'Angelo is reviewing an article that covers his topic, but from a different point of view that he is not considering in his thesis. While the article may be interesting, it may not be directly relevant to his research paper if it does not contribute to his thesis statement. D'Angelo is using the relevance aspect of the CRAAP method to evaluate whether or not to include this article in his research writing assignment. By doing so, he is ensuring that he uses sources that are directly relevant to his thesis and will help support his arguments.

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Answer: here

Step-by-step explanation:

Math is used in various careers such as construction. You will need to know the dimensions to make sure whatever it is being constructed is stable.

Math can help you financially. It can help you budget and prevent you from going into debt.

Math can help you understand real world problems better even if you may not use everything that you learn.

Answer:

Mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor. In addition, mathematical knowledge plays a crucial role in understanding the contents of other school subjects such as science, social studies, and even music and art. It gives us a way to understand patterns, to quantify relationships, and to predict the future. Math helps us understand the world — and we use the world to understand math. The world is interconnected. Everyday math shows these connections and possibilities.

Step-by-step explanation:

1.we use mathematics for our daily living

2.from day care of school we started our mathematics lesson

3.mathematics is the most important specially when your in business 1.our daily living needs  simple mathematics to calculate. example; I buy a goods amounted 100 pesos then I have 500 pesos in my pocket so i am sure   400 pesos is my change.

2.From the very beginning or the early stage of our education we have to     start learning mathematics so the as we grow older math is in our brain system.

3.In business we know that math is very important because we calculate the capital, expenses, equals the profit.

The length of the inventory cycle in days for the store when using an order quantity of 1,146 units per order is approximately 34.2216 days. To answer your question about the length of the inventory cycle in days for the store using an EOQ model and an order quantity of 1,146 units per order, we'll follow these steps:

Step:1. Calculate the EOQ (Economic Order Quantity) using the given information:
EOQ = √(2DS / H), where D is the annual demand, S is the ordering cost per order, and H is the holding cost per unit per year.
D = 10,054 units per year
S = $69 per order
H = 18% of the unit purchase cost ($83.4) = 0.18 * $83.4 = $15.012 per unit per year
EOQ = √(2 * 10,054 * 69 / 15.012) ≈ 1,146 units (the provided order quantity)
Step:2. Calculate the number of orders per year:
Number of Orders = Annual Demand / Order Quantity = 10,054 / 1,146 ≈ 8.7699 orders per year
Step:3. Calculate the inventory cycle length in days:
Inventory Cycle Length (Days) = (Operating Days per Year) / (Number of Orders per Year) = 300 / 8.7699 ≈ 34.2216 days
Therefore, the length of the inventory cycle in days for the store when using an order quantity of 1,146 units per order is approximately 34.2216 days.

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a)

P(X = 2) = 0.1839

b)

P(X = 7) = 0.0573

c)

P(X = 1) = 0.3033

d)

P(X = 3) = 0.1413

We have,

a. To find P(X = 2) when λ = 2.5, we can use the Poisson probability mass function:

P(X = 2) = (e^(-λ)  x λ^X) / X!

Substituting λ = 2.5 and X = 2, we get:

P(X = 2) = (e^(-2.5) x 2.5²) / 2!

P(X = 2) ≈ 0.1839 (rounded to four decimal places)

b.

To find P(X = 7) when λ = 8.0, we can again use the Poisson probability mass function:

P(X = 7) = (e^(-λ) x λ^X) / X!

Substituting λ = 8.0 and X = 7, we get:

P(X = 7) = (e^(-8.0) x 8.0^7) / 7!

P(X = 7) ≈ 0.0573 (rounded to four decimal places)

c.

To find P(X = 1) when λ = 0.5, we use the same formula:

P(X = 1) = (e^(-λ) x λ^X) / X!

Substituting λ = 0.5 and X = 1, we get:

P(X = 1) = (e^(-0.5) * 0.5^1) / 1!

P(X = 1) ≈ 0.3033 (rounded to four decimal places)

d.

To find P(X = 3) when λ = 3.7, we can use the Poisson probability mass function:

P(X = 3) = (e^(-λ) * λ^X) / X!

Substituting λ = 3.7 and X = 3, we get:

P(X = 3) = (e^(-3.7) x 3.7³) / 3!

P(X = 3) ≈ 0.1413 (rounded to four decimal places)

Thus,

P(X = 2) = 0.1839

P(X = 7) = 0.0573

P(X = 1) = 0.3033

P(X = 3) = 0.1413

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A web server is software and hardware that uses HTTP (Hypertext Transfer Protocol) and other protocols to respond to client requests made over the World Wide Web. The main job of a web server is to display website content by storing, processing, and delivering web pages to users.

To successfully switch the values of the variables x and y using a temporary variable called "temp," you can follow these steps:

1. Assign the value of x to the temporary variable: temp = x;
2. Assign the value of y to the variable x: x = y;
3. Assign the value stored in the temporary variable (temp) to the variable y: y = temp; By following these steps, the values of the variables x and y will be switched using the temporary variable "temp."The purpose of the break statement is to break out of a loop early. For example, if the following code asks you to input an integer number, x, If x is divisible by 5, the break statement is executed, and this causes the exit from the loop.The break statement ends the loop immediately when it is encountered. Its syntax is broken. The break statement is almost always used with an if-else statement inside the loop.

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Answer:

32.16 degrees

Step-by-step explanation:

The angle of depression in these problems is always the same as the angle of elevation.

With that in mind, lets solve this problem.

So we are given 2 triangle lengths. The Hypotenuse is 898 ft, and the height of your triangle is 478 ft.

There are three trig functions, sine, cosine, and tangent, but we will be using sin for this triangle because he have the opposite side to the angle(see how the side labeled 478 ft is opposite to the angle of elevation?) and the hypotenuse.

Sin is defined as opposite/hypotenuse.

Now, we make our equation:

sin(478/898) = x

x is your answer, just plug it into a calculator.

You get 32.16 degrees