Mathew rolls a number cube labeled with the numbers 1−6. he then flips a fair coin. what is the probability that he rolls a 4 and flips a head? write your answer as a fraction.

The compound periods and Interest rates for compound interest have been explained below.

1) Compound Periods (n); If we want to calculate the compound interest, the number of compounding periods makes a significant difference due to the fact that the higher the number of compounding periods, the greater the amount of compound interest.

2) Interest rate per compounding periods (I); This affects the interest rate compounded annually due to the fact that the interest rate will be compounded once a year.

Complete question is;

In your own words and using visuals, explain the following. Regarding compound interest, how does the number of times interest is compounded per year affect the:

a) number of compounding periods (n)

b) interest rate per compounding period (i)

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Answer:

62 and 64

Step-by-step explanation:

Let x be the first number

Let y be the 2nd number

Given,

x + 2 = y (Consecutive even numbers)

x - y = -2 (rearranged) - Equation 1

x + y = 126 - Equation 2

Now we can solve for x and y to find the 2 numbers by using substitution method in solving simultaneous equations.

x = y-2 (rearranged equation 1)

Now we substitute equation 1 into equation 2.

y - 2 + y = 126

2y - 2 = 126

2y = 126 + 2

2y = 128

y = 128 / 2

= 64

Now we will substitute y into equation 1.

x - 64 = -2

x = -2 + 64

= 62

Therefore the 2 numbers are 62 and 64.

[tex]\Large\maltese\underline{\textsf{A. What is Asked}}[/tex]

Find two consecutive even numbers whose sum is 126.

[tex]\Large\maltese\underline{\textsf{B. This problem has been solved!}}[/tex]

For now, let the first number be x.

Let the second number be x+2. (consecutive even numbers are right next to each other, like 2 and 4)

These two integers add up to 126. This gives us an equation that we can solve in terms of x.

[tex]\bf{x+x+2=126}[/tex] | arrange the like terms

[tex]\bf{2x+2=126}[/tex] | subtract 2

[tex]\bf{2x=124}[/tex] | 2 was subtracted from BOTH sides

[tex]\bf{x=62}[/tex]

[tex]\cline{1-2}[/tex]

Now, the second integer is [tex]\bf{x+2}[/tex].

[tex]\bf{So\;let's\;put\;the\;first\;number\;into\;the\;formula\;x+2}[/tex].

[tex]\bf{62+2}[/tex] | add (mental arithmetic)

[tex]\bf{64}[/tex]

[tex]\cline{1-2}[/tex]

[tex]\bf{Result:}[/tex]

                  [tex]\bf{=Number\;1=62}\\\\=Number\;2=64[/tex]

[tex]\LARGE\boxed{\bf{aesthetic \not1 \theta l}}[/tex]

Answer:

a: (x + 3)(x + 4)

Step-by-step explanation:

assuming x^2 + 7x + 12 is the equation you are factoring

you would first multiply a * c

a is 1

b is 7

c is 12

1 * 12 = 12

then you take b and find what adds up to b but multiplies to ac

what adds up to 7 but multiplies to 12

3 and 4

so

you split the equation up like this

x^2 + 3x + 4x + 12

then you factor

x(x + 3) + 4(x + 3)

because x + 3 and x + 3 are the same we can do this

(x + 4)(x + 3)

that is your equation

so a is your answer

it doesnt matter if you have the (x + 3) or (x + 4) in the front

-------------------------------------------------------------------------------------------------------------

Answer:  [tex]\textsf{Option A, (x + 3)(x + 4)}[/tex]

-------------------------------------------------------------------------------------------------------------

In order to factor the polynomial we need to first split the middle term so it add up to 7 but multiplies to 12.  We know that 3 and 4 can do that.  We would the factor by grouping which would give us our final answer.

[tex]x^2 + 7x + 12[/tex]

[tex]x^2 + 4x + 3x + 12[/tex]

[tex]x(x + 4) + 3(x + 4)[/tex]

[tex](x + 3)(x + 4)[/tex]

Answer: [tex]\textsf{Option A, (x + 3)(x + 4)}[/tex]

Answer:

See below.  I assume that (x) = 8x2 - 7x + 3 is really (x) = 8x^2 - 7x + 3

Step-by-step explanation:

Substitute the value of x given in f(x) into the equation f(x) = 8x^2 - 7x + 3

For example, f(0) would be f(0) = 8(0)^2 - 7(0) + 3.  f(0) = 3

f(-2) would be f(-2) = 8(-2)^2 - 7(-2) + 3.  

                                =   8*4  + 14 +3

                                = 32 + 17        therefore      f(-2) = 49

x f(x)

-2 49

-1 18

0 3

1 4

2 21

Answer:

Step-by-step explanation:Rectangles have 4 sides--2 = lengths and 2 = widths, so perimeter = 2l + 2 w = 2(l + w).

l + w = (2x - 1) + (x + 3) = 3x + 2.  Then double with distributive property P = 2(3x + 2)

P = 6x + 4

You could also do distributive property twice:  2(2x - 1) + 2(x + 3) = 4x - 2 + 2x + 6 = 6x + 4.

The equation of the circle is (x - 1)^2 +(y + 9)^2 = 144

The given parameters are:

Center, (a,b) = (1, -9)

Radius, r = 12

The circle equation is calculated as:

(x - a)^2 + (y- b)^2 = r^2

This gives

(x - 1)^2 +(y + 9)^2 = 12^2

Evaluate the exponent

(x - 1)^2 +(y + 9)^2 = 144

Hence, the equation of the circle is (x - 1)^2 +(y + 9)^2 = 144

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Answer:

Ista is 11 years old. Her father is 46 years old.

Step-by-step explanation:

Let ista's age be x.

Fathers age=4x+2.

Fathers age + Ista's age = 57.

4x+2+x=57.

Combine like terms:

5x+2 -2 =57 -2

5x=55

x=11

Fathers age: 4(11)+2

= 46

If ista father has an age that is 2 years greater than four times her age. The sum of their ages is 57 years. Then ista age is 11 and her father age is 46.  

Two or more expressions with an equal sign is called as equation.

Given that,

ista father has an age that is 2 years greater than four times her age.The sum of their ages is 57 yeasrs

Let the age of ista be x.

ista father has an age that is 2 years greater than four times her age.

it means father age = 2+4x

The sum of ista age and her father age is 57.

So x+(2+4x)=57

Add the common terms

5x+2=57

Subtract 2 from both sides

5x=55

Divide both sides by 5

x=11

Hence ista age is 11 and her father age is 46.

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1) given

2) definition of an angle bisector

3) reflexive

4) [tex]\triangle ABD \cong \triangle CBD[/tex] (ASA)

5) [tex]\angle A \cong \angle C[/tex] (CPCTC)

50

---- ×700=350

100

700-350=350

Therefore 350 grams is left in a person's system after 5 hours

Yes, it is true that Jimmy John was underfilling the lettuce bags with sample mean of 14.39 pounds and sample standard deviation of 0.539.

Given sample mean =14.39 pound, sample standard deviation=0.539 and stated weight=15 pounds.

We know that mean is the number which comes after dividing sum of numbers divided by numbers. Standard deviation shows how much dispersed data is. Firstly we observe through mean and because it is less than 15, it means Jimmy John's had underfilled in atleast one bag otherwise if he had not underfilled the mean may come greater than or equal to 15 pounds.

Now come along standard deviation, we can observe that standard deviation is also low means the points are not in such a way that one point lies at 15 and other one is 25. It also shows underfilling of lettuce bags.

Hence it is true that Jimmy John had underfilled the lettuce bags.

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Answer:

.5

Step-by-step explanation:

Point = P (1, 0, -2)

Origin= 0 (0, 0, 0)

The distance formula in 3D = √(n2 - n1)² + (y2 - y1)² + (Z2 - Z1)²

                                             = √(1 - 0)² + (0 - 0)² + (-2 - 0)²

                                             = √1 + 4

                                             = √5

As a special case of the distance formulation, think we need to recognize the distance of a point (x,y) to the beginning. in step with the gap formula, this is √(x−0)2+(y−0)2=√x2+y2. A point (x,y) is at a distance r from the starting place if and simplest if √x2+y2=r, or, if we square each aspect: x2+y2=r2.

Conclusion: The method to find the distance among the two factors is commonly given with the aid of d=√((x2 – x1)² + (y2 – y1)²). This formula is used to find the gap among any two factors on a coordinate aircraft or x-y plane.

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Step-by-step explanation:

[tex] = 3 {x}^{2} + 10x + 3[/tex]

[tex] = 3 {x}^{2} + 9x + x + 3[/tex]

[tex] = 3x(x + 3) + 1.(x + 3)[/tex]

[tex] = (x + 3)(3x + 1)[/tex]

[tex] = (3x + 1)(x + 3)[/tex]

The answer is C.

Answer:

0.00694444444444444444444444444444

Rounded to the nearest thousandths: 0.007

Step-by-step explanation:

Use calculator.

Hope this helps!

If not, I am sorry.

The simplified expression of [tex](4^3)(\frac{4^4^0x^4}{3^2x^2y^2})[/tex] is [tex]\frac{4^7x^2}{3^2y^2}[/tex]

The expression is given as:

[tex](4^3)(\frac{4^4^0x^4}{3^2x^2y^2})[/tex]

Expressions raise to power 0 is 1.

So, we have:

[tex](4^3)(\frac{4^4x^4}{3^2x^2y^2})[/tex]

Apply the law of indices to expression with common base

[tex](\frac{4^{4+3}x^{4-2}}{3^2y^2})[/tex]

Evaluate the sum and difference

[tex](\frac{4^7x^2}{3^2y^2})[/tex]

Remove the bracket

[tex]\frac{4^7x^2}{3^2y^2}[/tex]

Hence, the simplified expression of [tex](4^3)(\frac{4^4^0x^4}{3^2x^2y^2})[/tex] is [tex]\frac{4^7x^2}{3^2y^2}[/tex]

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Answer:

x<47

Step-by-step explanation:

Take -11 to the side which 36 is. Once it crosses it stops being negative and becomes positive so the equation becomes x<36+11 which is x<47

The conclusion is that there is sufficient evidence to support the claim that the percentage of vacant housing units in their district differs from the percentage of vacant housing units in the country.

Given that the total number of a housing units in her country is 550 and the number of vacant housing units in her country is 130.

The Null hypothesis is p₀=13%=0.13, n=550 and x=130

Significance level α=0.05

Claims given: percentage other than 13%

The claim is anyone of the null hypothesis or the alternative hypothesis. The null hypothesis shows that the proportion of the population is equal to the value stated in the claim. If the null hypothesis is a claim, then the alternative hypothesis states the opposite of the null hypothesis.

H₀:p=13%=0.13

Hₐ:p/0.13

I'm interested in testing population proportion claims, so I'll use z-text with proportions.

Conditions: Random sample, 10% condition, pass / fail condition

Sample: I'm happy because the housing units were randomly selected.  10% Condition: We are happy because the sample of 550 homes in your county is less than 10% of the population.

Pass/ fail condition: Satisfied because both np₀ and n(1-p₀) are both at least 10.

np₀=550(0.13)=71.5≥10

n(1-p₀)=550(1-0.13)=478.5≥10

Therefore, we conclude that all the conditions are met.

The sample percentage is the number of successes divided by the sample size.

[tex]\begin{aligned}\hat{p}&=\frac{x}{n}\\ &=\frac{130}{550}\\ &\approx 0.2364\end[/tex]

Determines the value of the test statistic:

[tex]\begin{aligned}z&=\frac{\hat{p}-p_0}{\sqrt{\frac{p_0(1-p_0)}{n}}} \\ &=\frac{0.2364-0.13}{\sqrt{\frac{0.13(1-0.13)}{550}}}\\ &=\frac{0.1064}{0.0143}\\&\approx 7.41 \end[/tex]

The P-value is the probability of getting a test statistic value  or a  more extreme value if the null hypothesis is true. Use the normal probability table in the appendix to determine the P-value.

P=P(Z<−7.41 or Z>7.41)

P=2P(Z>7.41)

P=2(0)

P=0

If the P-value is less than the significance level α,  the null hypothesis is rejected.

P<0.05⇒ Reject H₀

Therefore, there is ample evidence to support the claim that the proportion of vacant homes in the area is different from the proportion of vacant homes in the country.

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Answer:

70 km/hr

Step-by-step explanation:

You just have to add both of the average velocity as you are finding the combined average velocity of both vehicles

Answer:

152 m²

Step-by-step explanation:

Area of flower garden

Assuming the flower garden is rectangular and its dimensions are measured in meters:

[tex]\begin{aligned}\textsf{Area of a rectangle} & = \sf width \times length\\\implies \textsf{Area of flower garden} & = \sf 14 \times 20\\& = \sf 280\:\:m^2 \end{aligned}[/tex]

Total area of path and garden

If there is a 2 m wide path all around the garden, the dimensions of the total area will be the dimensions of the garden extended by 4 m:

[tex]\begin{aligned}\textsf{Area of a rectangle} & = \sf width \times length\\\implies \textsf{Total area} & = \sf 18 \times 24\\& = \sf 432\:\:m^2 \end{aligned}[/tex]

Area of path

To calculate the area of the path, subtract the area of the garden from the total area:

[tex]\begin{aligned}\implies \textsf{Area of path} & = \sf Total\:area-Area\:of\:garden\\& = \sf 432-280\\& = \sf 152\:\:m^2 \end{aligned}[/tex]

Answer:

1. a+c is larger than b+d

2. No way to tell whether a+d or b+c is larger.

Step-by-step explanation:

1. Which is larger, a+c or b+d?

Let a, b, c, and d be any numbers such that [tex]a > b > c > d[/tex].

Specifically, note that [tex]a > b[/tex], and subtracting b from both sides of the inequality, observe that [tex]a-b > 0[/tex].

Similarly, [tex]c > d[/tex], and subtracting d from both sides of the inequality, observe that [tex]c-d > 0[/tex].

From this, add "a-b" (a positive number, as proven above) to both sides of the inequality.

[tex](a-b)+(c-d) > (a-b)+0[/tex]

Addition by zero (the additive identity) doesn't change anything, so the right side remains "a-b"...

[tex](a-b)+(c-d) > a-b[/tex]

... and "a-b" is positive...

[tex](a-b)+(c-d) > a-b > 0[/tex]

... so, by the transitive property of inequality...

[tex](a-b)+(c-d) > 0[/tex]

Recall that subtraction is addition by a negative number...
[tex]a+(-b)+c+(-d) > 0[/tex]

...and that addition is associative and commutative, so things can be added in any order, so the middle two terms on the left side can be rearranged...

[tex]a+c+(-b)+(-d) > 0[/tex]

Adding b + d to both sides of the inequality

[tex](a+c+(-b)+(-d))+(b+d) > 0+(b+d)[/tex]

... and simplifying

[tex]a+c > b+d[/tex]

So, a+c is larger than b+d.

2. Which is larger, a+d or b+c?

Consider the following two examples:

Example 1

Suppose a=10; b=3; c=2; d=1.

Note that [tex]a > b > c > d[/tex] ([tex]10 > 3 > 2 > 1[/tex]) and, also observe that [tex]a+d=(10)+(1)=11[/tex], and [tex]b+c=(3)+(2)=5[/tex], so a+d is larger than b+c.

Example 2

However, suppose a=10; b=9; c=8; d=1.

Note that [tex]a > b > c > d[/tex] ([tex]10 > 9 > 8 > 1[/tex]) but that [tex]a+d=(10)+(1)=11[/tex], and [tex]b+c=(9)+(8)=17[/tex], so a+d is smaller than b+c.

So, in one example, a+d is bigger, and in the other, a+d is smaller.  Therefore, there is no way to tell which of a+d or b+c is larger from only the given information.

[tex]p(c) = 0.6 \\ p(ch) = 0.59 \\ p(any)= 0.77[/tex]

[tex]p(both) = p(c) + p(ch) - p(any) \\ p(both) = 0.6 + 0.59 - 0.77 \\ p(both) = 0.42[/tex]

Answer:

122

Step-by-step explanation:

Given information, line t is parallel to line s.

angle 1 and angle 2 are alternate angles and so their measure is equal to each other:

10x + 2 = 12x - 22 transfer like terms to the same side of the equation

2 + 22 = 12x - 10x

24 = 2x divide both sides by 2

12 = x to find the measure of angle 2 replace x with the value we found

12*12 - 22 = 122

Answer:

7x-13y=-117

Step-by-step explanation:

I don't know how this question wants me to solve it, but I just used the slope intercept form. So first, start off with y = mx+b. Plug in the slope for m, so 7/13. Then plug in your points for x,y which is 0,9. You'll get 9 = b. So then you have y = 7/13x+9. So now you need to change into standard form. So, multiply by the denominator (13) and you'll get 13y = 7x+117. Then move the variable over and you'll get 13y - 7x = 117. But it doesn't fit any, so then just multiply by -1 and you'll get -13y + 7x = -117.  

Answer:

Step-by-step explanation:

do a squared plus b squared = c squared like

2 and 5 thingy squared by 2 + 6 squared = c squared

unsquare c and you get your answer

The value of x is 184.

What is the value of x?

Given Information

The measure of angle 2 = 92°

The measure of angle 4 = (x/2)°

From the figure, it can be seen that angle 2 and 4 make vertically opposite angles.

Vertically Opposite Angles

The pair of angles that are formed by two intersecting lines and are opposite to each other are defined as vertically opposite angles. The values of vertically opposite angles are always equal.

Here, in this case, ∠1 and ∠3 make a pair of vertically opposite angles. ∠2 and ∠4 form another pair of vertically opposite angles. Hence,

∠4 = ∠2

(x/2) = 92

x = 92 × 2

x = 184

Thus, the value of x is 184.

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Answer:

184

Step-by-step explanation:

edge

Answer:

I think that the awnser to 59 is 24x⁴-15x²+27x

Based on the figures above, the numbers of children that attended the park that day is 10,000.

Fist we have to use the determinant to solve for c and as such:

[tex]\frac{det.\frac{30000}{500000} \frac{1}{20} }{det. \frac{1}{10} \frac{1}{20} }[/tex]

=[tex]\frac{30000 x 20 - 500000 x 1}{1 x 20 - 1 x 10}[/tex]

= 100000/10

=10,000

Therefore, Based on the figures above, the numbers of children that attended the park that day is 10,000.

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Answer:

A statistical question is a question that can be answered by collecting data that vary. For example, “How old am I?” is not a statistical question, but “How old are the students in my school? and "how old are you?" are statistical questions.

Step-by-step explanation:

The ordered pair that is not a solution of the system of inequalities is the one in option D (1, 7).

Here we have the system of inequalities:

y > x² - 4x-5

y < -x²  - 5x+6

If at least one of the inequalities is false for the given ordered pairs, then the ordered pair is not a solution for the system.

Then we only need to evaluate all the ordered pairs on the given inequalities and see when we have one that is false.

If you look at the pair D (1,  7) and we evaluate that on the second inequality, we get:

7 < (1)² - 5*1 + 6

7 < -2

This is false, then (1, 7) is not a solution of the sytem.

The correct option is D.

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