The answer is 1/5.
To obtain the probability of ultimate extinction for a branching process, we need to find the smallest non-negative solution to the equation
ɸ(s) = s, where ɸ(s) is the offspring generating function.
Given ɸ(s) = (1/6) + (5/6)s², we set this equal to s:
(1/6) + (5/6)s² = s
Multiplying both sides by 6 to clear the fraction:
1 + 5s² = 6s
Rearranging the equation:
5s² - 6s + 1 = 0
To find the smallest non-negative solution, we solve this quadratic equation for s. Using the quadratic formula:
s = (-b ± sqrt(b² - 4ac)) / (2a)
where a = 5, b = -6, and c = 1:
s = (-(-6) ± sqrt((-6)² - 4 × 5 × 1)) / (2 × 5)
s = (6 ± sqrt(36 - 20)) / 10
s = (6 ± sqrt(16)) / 10
s = (6 ± 4) / 10
We have two possible solutions:
s₁ = (6 + 4) / 10 = 10 / 10 = 1
s₂ = (6 - 4) / 10 = 2 / 10 = 1/5
Since we want the smallest non-negative solution, the probability of ultimate extinction is s₂ = 1/5.
Therefore, the answer is 1/5.
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The integral [, sin(x - 2) dx is transformed into S1, g(t)dt by applying an appropriate change of variable, then g() is: g(t) = sin g(t) = cos (5) O This option O This option g(t) = -cos (3) g(t) = sin O This option
By introducing the appropriate change of variable x = t + 2, we transformed the given integral [, sin(x - 2) dx] into S1, g(t)dt = [, sin(t) dt], where g(t) = sin(t). (option a)
To transform the given integral [, sin(x - 2) dx] into the form S1, g(t)dt, we need to apply a suitable change of variable. In this case, we'll introduce a new variable, t, and express x in terms of t. Let's denote this change of variable as x = h(t), where h(t) represents the transformation of t to x.
To determine the appropriate change of variable, we can start by looking at the expression inside the sine function: x - 2. We need to find a suitable expression for x that can help us simplify the integral. Let's set x - 2 equal to t:
x - 2 = t.
Now, we solve this equation for x to express it in terms of t:
x = t + 2.
Next, we differentiate both sides of the equation x = t + 2 with respect to t to find dx/dt:
dx/dt = d(t + 2)/dt.
Differentiating t + 2 with respect to t gives us:
dx/dt = 1.
Now, we have dx/dt = 1, which means dx = dt. We can substitute this value into the original integral:
[, sin(x - 2) dx] = [, sin(t) dt].
As you can see, the original integral [, sin(x - 2) dx] has been transformed into the form [, sin(t) dt] using the appropriate change of variable x = t + 2. Therefore, the integral S1, g(t)dt is now:
S1 = [, sin(t) dt],
and g(t) = sin(t).
Hence the correct option is (a).
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A coin was tossed 50 times and landed on tails 10 times. What is the Probability that will land on tail on the next toss.
Answer:
4/5
Step-by-step explanation:
50-10 = 40
40/50 = 4/5
the answer is 40/50
Step-by-step explanation:
50-10=40
it's easy
Which is the solution to the equation solved for p? (q + p)q = (s + r)s
Answer:
Option B
Step-by-step explanation:
[tex](q + p)q = (s + r)s[/tex]
Lets open the brackets of L.H.S.
[tex]=> q^2 + pq = (s+ r)s[/tex]
Lets substract q² from both the sides.
[tex]=> q^2 + pq - q^2 = (s + r)s - q^2[/tex]
[tex]=> pq = (s + r)s - q^2[/tex]
Lets divide both the sides by q.
[tex]=> \frac{pq}{q} = \frac{(s + r)s - q^2}{q}[/tex]
[tex]=> p = \frac{(s + r)s }{q} - \frac{q^2}{q} = \frac{(s + r)s}{q} - q[/tex]
1. A cooler is in the shape of a rectangular
prism. What is the volume of the cooler?
Round to the nearest tenth if necessary.
I
Answer:
what is the answerrrrrrrrrrrrrrrrr
Step-by-step explanation:
The volume of the cooler is 2772 in³
What is a volume?Volume is the amount of space taken up by an object
What is the volume of a rectangle?The formula for calculating the volume of a rectangular prism is volume = length × width × height.
According to the question
Length= 22in.
breadth= 12 in.
width= 10 1/2 in. or 21/2 in.
So, the volume= 22× 12× (21/2)
=2772 in³
Thus the volume of a rectangular prism is 2772 in³
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What value of n makes the
equation n x 3/4= 3/16 true
Answer:
1/4
Step-by-step explanation:
Try it if you don't believe me :)
The solution of the linear equation n x (3/4) = 3/16 will be 1/4.
What is the solution to the equation?In other words, the collection of all feasible values for the parameters that satisfy the specified mathematical equation is the convenient storage of the bunch of equations.
The equation is given below.
n x (3/4) = 3/16
The degree of the equation is one. Then the equation will be a linear equation.
Simplify the equation, then the value of the variable 'n' is calculated as,
n x (3/4) = 3/16
n = (3/16) x (4/3)
n = 4/16
n = 1/4
The solution of the linear equation n x (3/4) = 3/16 will be 1/4.
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Please help!
I don't understand, so if you can explain, that would be amazing. If you just give me an answer, that's ok too!
Answer:
3 units
Step-by-step explanation:
-1, 0, 1 ,2
( 1, 2 ,3)
Give the other person Brainliest :)
Write the equation of the circle.
Circle C that passes through (-5, 1) with center C(1,-4).
Answer:
answer is on this page
Step-by-step explanation:
https://www.mathpapa.com/algebra-calculator.html
In your answers below, for the variable λ type the word lambda; for the derivative d/dx X(x) type X' ; for the double derivative d^2/dx^2 X(x) type X''; etc. Separate variables in the following partial differential equation for u(x,t): t^2uxx+x^2uxt−x^2ut=0
The final answer of the question which is the specific form of the solution u(x, t) = X(x)T(t)
What is the quadratic equation?
The solutions to the quadratic equation are the values of the unknown variable x, which satisfy the equation. These solutions are called roots or zeros of quadratic equations. The roots of any polynomial are the solutions for the given equation.
To separate variables in the partial differential equation t²uxx + x²ux²t - x²zzut = 0, we assume that the solution can be written as a product of two functions, u(x, t) = X(x)T(t).
Let's begin by substituting this into the given equation:
t²(X''(x)T(t)) + x²(X(x)T'(t)) - x^2(X(x)T(t)) = 0
Now, we divide the equation by t²X(x)T(t) to separate the variables:
(X''(x) / X(x)) + (x^2 / t^2)(T'(t) / T(t)) - (x^2 / t^2) = 0
Next, we rearrange the terms:
(X''(x) / X(x)) + ((x² / t²)(T'(t) / T(t))) - (x² / t²) = 0
To satisfy this equation for all x and t, the left-hand side and the right-hand side must be equal to a constant value. Let's call this constant -λ^2:
(X''(x) / X(x)) + ((x² / t²)(T'(t) / T(t))) - (x² / t²) = -λ²
Now, we have two separate ordinary differential equations:
1. X''(x) / X(x) - x² / t² = -λ²
2. T'(t) / T(t) = λ²
Solving each equation separately will give us the general solutions for X(x) and T(t).
The general solution for u(x, t) can then be obtained by taking the product of X(x) and T(t):
u(x, t) = X(x)T(t)
The specific form of the solutions will depend on the boundary conditions or initial conditions given for the problem.
Hence, the final answer of the question which is the specific form of the solution u(x, t) = X(x)T(t)
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rectangle has its vertices at M(1,1), N(6,1), O(6,5), P(1,5). The rectangle is translated to the left 4 units and down 3 units. What are the new coordinates? (Answer Format: M(#,#) N(#,#) O(#,#) P(#,#))
Answer:
7aabbbjdkdbdjdkxbsks n sbs
Find the surface area of the square pyramid shown below.
(15 points)
Answer:
340
Step-by-step explanation
Base=10x10=100
Sides= {(12x10)/2}x4=240
Add sides plus base, 240+100=340
"In a randomized controlled trial, insecticide-treated bednets were tested as a way to reduce malaria. Among 320 infants using bednets, 10 developed malaria. Among 279 infants not using bednets, 24 developed malaria. Use a 0.01 significance level to test the claim that the incidence of malaria is lower for infants using bednets. Do the bednets appear to be effective? Conduct the hypothesis test by using the results from the given display." solve for the test statistic, p, and what is the conclusion result?
To test the claim that the incidence of malaria is lower for infants using bednets, a hypothesis test is conducted using the given data. The test statistic is calculated and compared to the critical value at a significance level of 0.01.
The null hypothesis (H0) assumes that the incidence of malaria is the same for infants using bednets and those not using bednets. The alternative hypothesis (Ha) suggests that the incidence of malaria is lower for infants using bednets.
To conduct the hypothesis test, the test statistic can be calculated using the formula:
test statistic (p) = (p1 - p2) / sqrt[(p(1 - p) / n1) + (p(1 - p) / n2)]
Where:
p1 = proportion of infants using bednets who developed malaria
p2 = proportion of infants not using bednets who developed malaria
n1 = number of infants using bednets
n2 = number of infants not using bednets
Using the given data, the test statistic is computed as:
p = (10/320) - (24/279) / sqrt[((10+24)/(320+279)) * (1 - ((10+24)/(320+279))) * ((1/320) + (1/279))]
By comparing the calculated test statistic with the critical value at a significance level of 0.01, a conclusion can be made regarding the effectiveness of bednets in reducing malaria incidence.
If the test statistic falls within the critical region (beyond the critical value), the null hypothesis is rejected in favor of the alternative hypothesis, indicating that the bednets appear to be effective in reducing malaria incidence. Conversely, if the test statistic does not fall within the critical region, there is not enough evidence to reject the null hypothesis, suggesting that the bednets may not be effective in reducing malaria incidence.
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Jada makes sparkling juice by mixing 3 cups sparkling water with 5 cups apple juice. a. How much sparkling water does Jada need if she uses 30 cups of apple juice? b. How much apple juice does Jada need if she uses 9 cups sparkling water?
Answer:
(A) 22
(B) 12
Step-by-step explanation:
Jada makes sparkling juice by mixing 3 cups of sparkling water and 5 cups of Apple juice
(A) Jada uses 30 cups of Apple juice,the amount of sparkling water needed is
3+5
= 8
30-8
= 22
(B) 9+3
= 12
At midnight, the temperature in Escondido was 68 degrees. The temperature was dropping at a steady rate of 2 degrees per hour. After how many hours was the temperature colder than -4 degrees?
Answer:
72 hours
Step-by-step explanation:
Answer: 34 hours
Step-by-step explanation: 68 divided by 34 is 2 and thats the rate the temperature is dropping.
240g in the ratio 5:3:2
Answer:
120:72:48
Step-by-step explanation:
Remark
Whatever the answer is (call it x to begin with), the equation starts as
5x + 3x + 2x = 240
What this means is that when you solve for x the results when multiplied by the ratio, should add to 240
Equation
5x + 3x + 2x = 240
Solution
Combine all the terms on the left.
10x = 240 Divide by 10
x = 240/10
x = 24
Check
5*24 = 1203*24 = 722*24 = 48Total = 240Given x=e−t and y=te8t, find the following derivatives as functions of t .
dy/dx = ________
d²y/dx² = ________
Answer:
[tex]\frac{dy}{dx}=-(8t+1)e^{9t}\\\frac{d^{2}y}{dx^{2}}=(72t+17)e^{10t}[/tex]
Step-by-step explanation:
The explanation is attached below.
dy/dx = -te^(9t) (1 + 8t)
d²y/dx² = e^(8t) (16t + 1)
Firstly, we will find the value of dx/dt using the Chain rule as follows: dx/dt = - e^(-t)Then, the value of dy/dt can be calculated as
dy/dt = (d/dt) [t(e^(8t))] [Using product rule]= te^(8t) + t * 8e^(8t)
[Using the product rule again]= te^(8t) + 8te^(8t)
[Factoring out t]= te^(8t) (1 + 8t)So, we have obtained the first derivative of y w.r.t t.
Now, let's find the second derivative of y w.r.t t.d²y/dt² = (d/dt) [te^(8t) (1 + 8t)]
[Using the product rule]= e^(8t)(1 + 8t) + t * 8e^(8t)
[Using the product rule again]= e^(8t)(1 + 8t) + 8te^(8t)
[Factoring out 8e^(8t)]= e^(8t) (1 + 8t + 8t)
[Factorizing]= e^(8t) (16t + 1)
So, the value of the derivative dy/dx is:dy/dx = (dy/dt) / (dx/dt) = te^(8t) (1 + 8t) / - e^(-t) = -te^(9t) (1 + 8t)
Thus, the values of derivatives as functions of t are:
dy/dx = -te^(9t) (1 + 8t)
d²y/dx² = e^(8t) (16t + 1)
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Raghav, Rajit, Junsu, Mia, and Umema were finished with lunch and began playing with drink straws. Each one was making a line design using either 3 or 4 straws. Since they had just come from math class where they had been studying special angles, Raghav pulled his pencil out of his bookbag and labeled some of the angles and lines. He then challenged himself and the others to find the values of x and y in degrees.
Show how you would find the values of x and y for Raghav’s straw figure shown below using a system of linear equations. (You may use a decimal to the tenths place for your answers for the angle measures.)
Answer:
x = [tex]25.8^{o}[/tex] and y = [tex]51.4^{o}[/tex]
Step-by-step explanation:
Known that he sum of angles on a straight line is [tex]180^{o}[/tex]. From the diagram;
2y + x + y = [tex]180^{o}[/tex]
x + 3y = [tex]180^{o}[/tex] ................ 1
Also,
2x + x + 2y = [tex]180^{o}[/tex]
3x + 2y = [tex]180^{o}[/tex] .............. 2
Using the elimination method, multiply equation 1 by 3 and equation 2 by 1
3x + 9y = 540 ............ 3
3x + 2y = [tex]180^{o}[/tex] ............. 4
7y = 360
y = [tex]\frac{360}{7}[/tex]
y = [tex]51.4^{o}[/tex]
substitute the value of y in equation 1,
x + 3y = [tex]180^{o}[/tex]
x + 3(51.4) = [tex]180^{o}[/tex]
x + 154.2 = [tex]180^{o}[/tex]
x = [tex]180^{o}[/tex] - 154.2
x = [tex]25.8^{o}[/tex]
Thus, x = [tex]25.8^{o}[/tex] and y = [tex]51.4^{o}[/tex]
A recipe calls for 1/3 of a cup of butter. If Matthew is making 1/4 of the recipe, how much butter should he use?
Answer:
1/12 a cup
Step-by-step explanation:
1/3*1/4=1/12
Answer:
1/12
Step-by-step explanation:
1/3*1/4=1/12
This year, the ACT score of a randomly selected student is normally distributed with a mean of 24.4 points and a standard deviation of 4.7 points. Let XX be the ACT score of a randomly selected student and let ¯¯¯XX¯ be the average ACT score of a random sample of size 16.
1. Describe the probability distribution of XX and state its parameters μμ and σσ:
The probability distribution of the sample mean is approximately normal, with mean of 24.4 points and standard deviation of 1.175 points.
How to obtain the distribution?By the Central Limit Theorem, the sampling distribution of sample means of size n has standard deviation given by the equation presented as follows: [tex]s = \frac{\sigma}{\sqrt{n}}[/tex].
The mean is the same as the population mean, of 24.4 points, while the shape is approximately normal.
The standard error is given as follows:
[tex]s = \frac{4.7}{\sqrt{16}} = 1.175[/tex]
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can y'all help me pls
Answer:
The change in delta x would be 0 in the second option because the change is exactly the same.
find the area of a polygon with the vertices of (-4, 5), (-1, 5), (4, -3), and (-4, -3). suggestion: plot the points on graph paper and connect the vertices to form the polygon.
The area of the polygon with the vertices (-4, 5), (-1, 5), (4, -3), and (-4, -3) is 12 square units.
To calculate the area of the polygon, we can use the shoelace formula, also known as Gauss's area formula or the surveyor's formula. The formula involves writing the x-coordinates and y-coordinates of the vertices in a specific order and performing a series of calculations.
1. We write the x-coordinates of the vertices in one row, repeating the first coordinate at the end: -4, -1, 4, -4.
2. We write the y-coordinates of the vertices in the next row, in the same order: 5, 5, -3, -3.
3. Next, we multiply each pair of adjacent x and y coordinates and add them together in a counterclockwise direction.
4. Then, we subtract the sum of the products of the y-coordinates and the x-coordinates in a counterclockwise direction.
5. Taking the absolute value of this result, we divide it by 2 to obtain the area.
Applying the shoelace formula:
Area = |((-4*5) + (-1*-3) + (4*-3) + (-4*5)) - (5*-1 + 5*4 + -3*-4 + -3*-4)| / 2
= |-49 - (-25)| / 2
= |-24| / 2
= 12 / 2
= 12.
Therefore, the area of the polygon with the given vertices is 12 square units.
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The table below shows the relationship between the number of teaspoons of baking powder in a mix and the height of fudge brownies in centimeters. Which equation represents the height of fudge brownies with x teaspoons of baking powder?
Making Fudge Brownies
Baking Powder (tsp) 5 6 7 8
Height of Brownies (cm) 2.15 2.43 2.71 2.99
A.
y = 0.28x + 0.75
B.
y = 0.75x +0.56
C.
y = 0.75x + 0.28
D.
y = 0.56x + 0.75
Answer:
A.
y = 0.28x + 0.75
Step-by-step explanation:
Check all that applies using teaspoons of baking powder, x = 5
A.
y = 0.28x + 0.75
When x = 5
y = 0.28x + 0.75
= 0.28(5) + 0.75
= 1.4 + 0.75
y = 2.15
B.
y = 0.75x +0.56
When x = 5
y = 0.75x +0.56
= 0.75(5) + 0.56
= 3.75 + 0.56
= 4.31
C.
y = 0.75x + 0.28
When x = 5
y = 0.75x + 0.28
= 0.75(5) + 0.28
= 3.75 + 0.28
= 4.03
D.
y = 0.56x + 0.75
When x = 5
y = 0.56x + 0.75
= 0.56(5) + 0.75
= 2.8 + 0.75
= 3.55
The equation represents the height of fudge brownies with x teaspoons of baking powder is
y = 0.28x + 0.75
3. Your friend shows you a scale drawing of her apart-
ment. The drawing of the apartment is a rectangle
4 inches by 6 inches. Your friend wants to know the
length of the shorter side of the apartment. If she
knows that the length of the longer side of the apart-
ment is 30 feet, how many feet long is the shorter side
of her apartment?
Answer:
The answer is 20 feet
Step-by-step explanation:
We know that her apartment sketch is 6 by 4 inches.
If the 6 inch side is actually 30 feet and 6 goes into 30 5 times, we should multiply 4 by 5 to get proportionate answers.
Therefore her apartment is 20*30 feet
Hope this helps
a little help pls this old i don't remember any of it
Answer:
Bowling ball
Step-by-step explanation:
A bowling ball has much more mass than all three of the other choices and the amount of kinetic energy is determined based on a object's mass and velocity, but in this case, all 4 balls are traveling at the same velocity. Therefore, we know that the bowling ball has much more mass so therefore it has the most kinetic energy.
Fiona is always looking for a great deal while shopping. Her favorite jeans regularly cost 40$. She found a sale rack where all of the jeans are marked 30$. What is the percentage of the discount on jeans
College admissions According to information from a college admissions office, 62% of the students there attended public high schools, 26% attended private high schools, 2% were home schooled, and the remaining students attended schools in other countries. Among this college's Honors Graduates last year there were 47 who came from public schools, 29 from private schools, 4 who had been home schooled, and 4 students from abroad. Is there any evidence that one type of high school might better equip students to attain high academic honors at this college? Test an appropriate hypothesis and state your conclusion.
To test whether one type of high school better equips students to attain high academic honors at a college, we can compare the observed proportions of Honors Graduates from different high school types to the expected proportions based on the overall distribution. Using a chi-squared test, the hypothesis test assesses whether the observed differences are statistically significant.
To test the hypothesis, we set up the null hypothesis (H0) that the type of high school attended does not affect the likelihood of attaining high academic honors. The alternative hypothesis (Ha) states that there is a significant association between high school type and academic honors.
Using the given information, we calculate the expected number of Honors Graduates for each high school type based on the overall distribution of high school attendance. Then, we compare the observed and expected frequencies using a chi-squared test. The test evaluates the difference between the observed and expected counts to determine if it is statistically significant.If the chi-squared test results in a p-value below a predetermined significance level (e.g., 0.05), we reject the null hypothesis, suggesting that there is evidence to support the alternative hypothesis.
This would indicate that one type of high school may better equip students to attain high academic honors at the college. Conversely, if the p-value is above the significance level, we fail to reject the null hypothesis, indicating that there is insufficient evidence to conclude a significant association between high school type and academic honors.
To draw a conclusion, we would need to perform the chi-squared test and compare the calculated p-value to the chosen significance level.
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the intercept in the multiple regression model: group of answer choices should be excluded if one explanatory variable has negative values. determines the height of the regression line. should be excluded because the population regression function does not go through the origin. is statistically significant if it is larger than 1.96.
The incorrect statement is "the intercept in the multiple regression model should be excluded if one explanatory variable has negative values".
The intercept, also known as the constant term, represents the value of the dependent variable when all independent variables are equal to zero.
It is a necessary component of the regression equation regardless of the values of the independent variables. Excluding the intercept when one explanatory variable has negative values may result in biased and unreliable estimates.
The intercept does not determine the height of the regression line, but rather its slope and position. The slope represents the change in the dependent variable for a unit change in an independent variable, while the intercept represents the starting point of the regression line on the y-axis.
The intercept should not be excluded because the population regression function does not go through the origin. While some models may have a theoretical justification for excluding the intercept, such as when all independent variables are proportions or percentages that sum to one, it is generally advisable to include it.
The statistical significance of the intercept depends on its estimated value and standard error, as well as the chosen level of significance. A common level of significance is 0.05, which corresponds to a critical value of 1.96 for a two-tailed test.
If the absolute value of the t-statistic for the intercept is larger than 1.96, we can reject the null hypothesis that it is equal to zero at a 5% level of significance.
In summary, excluding the intercept in a multiple regression model based on negative values of an explanatory variable is not recommended, and its significance should be assessed based on its estimated value and standard error.
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Estimate the answers of these:
1. 489+1210
2. 3694-2016
3. 5082×312
4. 761÷34
M∠ACB = 52° , find m∠CBE =________°
Answer:
(1) It is given that line AB is tangent to the circle at A.
∴ ∠CAB = 90º (Tangent at any point of a circle is perpendicular to the radius throught the point of contact)
Thus, the measure of ∠CAB is 90º.
(2) Distance of point C from AB = 6 cm (Radius of the circle)
(3) ∆ABC is a right triangle.
CA = 6 cm and AB = 6 cm
Using Pythagoras theorem, we have
BC2=AB2+CA2⇒BC=
√
62+62
⇒BC=6
√
2
cm
Thus, d(B, C) = 6
√
2
cm
(4) In right ∆ABC, AB = CA = 6 cm
∴ ∠ACB = ∠ABC (Equal sides have equal angles opposite to them)
Also, ∠ACB + ∠ABC = 90º (Using angle sum property of triangle)
∴ 2∠ABC = 90º
⇒ ∠ABC =
90°
2
= 45º
Thus, the measure of ∠ABC is 45º.
Step-by-step explanation:
Suppose f(x, y) = x + , where 0 <= x <=1 0 <=y <= 2
Find P(Y - X< 1)
To determine the area of a region, we need to know the specific shape and dimensions of the region in question. The process for finding the area varies depending on the shape. P(Y - X < 1) = Area of region below y - x = 1 within the given constraints= 1/6 sq. units.
Given, f(x, y) = x + y, where 0 ≤ x ≤ 1 and 0 ≤ y ≤ 2 We are to find P(Y - X < 1)
Now, Y - X < 1 is the equation of the line in the XY plane. We have to find the area of the region below this line within the given constraints. To find this, we have to integrate over the region below the line,
i.e.,y - x = 1 implies x = y - 1∫∫R (x + y)dA = ∫₀² ∫₀^(y-1) (x + y) dx dy= ∫₀² [(y²/2) - y + (1/2)] dy= 1/6 sq. units.
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Answer:
Step-by-step explanation:
Given function f(x, y) = x + y, where 0 ≤ x ≤ 1 and 0 ≤ y ≤ 2. The probability of P(Y - X < 1) is 1/4.
Now we have to find P(Y - X < 1).
The probability of (Y - X < 1) is given by:
P(Y - X < 1) = Area of the region {(x, y): y - x < 1} / Area of the region R.
Here R is the region bounded by 0 ≤ x ≤ 1 and 0 ≤ y ≤ 2.
We know that the function f(x, y) = x + y is a plane with slope 1, and intersects the y-axis at (0, 0) and the x-axis at (0, 0).
Now the line y - x = 1 intersects the plane at x = 0 and y = 1, so the intersection point is (0, 1).
Now the area of the region {(x, y): y - x < 1} can be found by finding the area of the triangle ABC as shown below: [tex]A=\frac{1}{2}Base×Height[/tex], Where base BC is of length 1 and height AB is of length 2 - 1 = 1.
Therefore, the area of the triangle ABC is:
Area of the triangle ABC = 1/2 × 1 × 1
= 1/2
The area of the region R can be found by finding the area of the rectangle with sides of length 1 and 2.
Therefore, the area of R is:
Area of R = 1 × 2
= 2
P(Y - X < 1) = Area of the region {(x, y): y - x < 1} / Area of the region RP(Y - X < 1)
= (1/2) / 2P(Y - X < 1)
= 1/4
Therefore, P(Y - X < 1) = 1/4.
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