Answer: 111/250
Step-by-step explanation:
Step 1: Write down the percent divided by 100 like this:
44.4% = 44.4/100
Step 2: Multiply both top and bottom by 10 for every number after the decimal point:
As we have 1 digit after the decimal point, we multiply both numerator and denominator by 10, or, simply shift 1 decimal place to the right. So,
44.4/100 = (44.4 x 10)/(100 x 10) = 444/1000.
Step 3: Simplify (or reduce) the above fraction by dividing both numerator and denominator by the GCD (Greatest Common Divisor) between them. In this case, GCD(444,1000) = 4. So,
Now we will calculate the actual probability that all a randomly chosen student has a schedule that excludes music theory. We have found that the probability is given as P=4C38C3 Express your answer as a fraction in simplest form.
The probability that all a randomly chosen student has a schedule that excludes music theory, using the combination formula, is of:
p = 1/14.
What is the combination formula?The number of different combinations of x objects from a set of n elements is obtained with the formula presented as follows, using factorials.
[tex]C_{n,x} = \frac{n!}{x!(n-x)!}[/tex]
Without simplifying it, the probability that all a randomly chosen student has a schedule that excludes music theory is of:
[tex]p = \frac{C_{4,3}}{C_{8,3}}[/tex]
The numeric value for each of these combinations is given as follows:
[tex]C_{4,3} = \frac{4!}{3!1!} = 4[/tex][tex]C_{8,3} = \frac{8!}{3!5!} = 56[/tex]Hence the probability is given as follows:
p = 4/56.
The division of 56 by 4 has a quotient of 14, hence the simplified probability is of:
p = 1/14.
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What is a number increased by three is greater than zero or less than or equal to negative three?
The number is defined by the two inequalities:
x > -3
x ≤ -6
How to find the number?
If we define x as the number, the number increased by 3 is written as:
x + 3
If this is greater than zero or less than or equal to negative three, we can write two inequalities:
x + 3 > 0
x + 3 ≤ -3
Solving both inequalities for x (isolting it) we will get:
x > 0 - 3
x > -3
and:
x ≤ -3 - 3
x ≤ -6
So we have the two inequalities that define the number:
x > -3
x ≤ -6
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Its in the scren shot thanks!
JK and KL make up line JL.
JL = 2x + 8, JK = 2x - 2, KL = x - 9
If JK and KL make up line JL:
JK + KL = JL
We are solving for KL, so isolate it.
JK - JK + KL = JL - JK
KL = JL - JK
x - 9 = 2x + 8 - (2x - 2)
x - 9 = 2x - 2x + 8 + 2
x - 9 = 10
Often times, we would solve for x, but considering x - 9 is what we wanted the solution to anyway, we don't need to bother solving for x.
KL = 10
Jayda provided the following work when asked to
convert 0.65 to its simplest fraction form.
Jayda's Work:
0.65=
65
13
1000 200
=
Review Jayda's work. Then, answer the following
questions.
1. Why did Jayda get the problem wrong?
2. Provide the work for properly writing the decimal in its
simplest fraction form.
0
?
by converting the decimal number 0.65 to the simples fraction, the result will be 13 / 20
The given decimal number = 0.65
The decimal number consist of a whole number part and fractional part. The whole number and the fractional part are separated by a decimal point.
Multiply the given decimal number by 100/100
Then the result will be
0.65 × (100/100) = (0.65×100) / 100
Multiply the numerator terms
(0.65×100) / 100 = 65 / 100
Divide both numerator and denominator by 5
Then the expression will be
(65/5) / (100/5) = 13 / 20
Hence, by converting the decimal number 0.65 to the simples fraction, the result will be 13 / 20
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Find f (2) and f (3) if f (n) is defined recursively by f (n +1) = (n) ⁄ (n − 1) , f (0) = f (1) = 1 and for n = 1, 2, 3, …
The values of f(2) = 0 & f(3) = 2.
Here given that,
f(0) = f(1) = 1
f(n+1) = (n)/(n-1)
We have to solve the equation if n = 1:
putting the value of n = 1 in the given equation f(n+1) = (n)/(n-1)
= f(1+1) = 1/(1-1)
= f(2) = 0
In the same way we have to solve the equation if n = 2:
putting the value of n = 2 in the given equation f(n+1) = (n)/(n-1)
= f(2+1) = 2/(2-1)
= f(3) = 2/1
= f(3) = 2
Hence the answer is the values of f(2) = 0 & f(3) = 2.
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What is the result of adding these two equations?
-2x+7y=-5 -2x-4y=6
The result of adding the two given equations (-2x + 7y = -5 and -2x - 4y = 6) is -4x + 3y = 1
Adding system of linear equationsFrom the question, we are to determine the result of adding the two given equations.
The given equations are
-2x + 7y = -5 and -2x - 4y = 6
Now, we will add the equations
-2x + 7y = -5
+ ( -2x - 4y = 6
------------------------------
-2x + (-2x) + 7y + (-4y) = -5 + 6
-2x - 2x + 7y - 4y = 1
Simplifying
-4x + 3y = 1
Hence, the result of adding the equations is -4x + 3y = 1
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Six people are playing a game with 52 cards.
One player passes out as many cards as possible so that everyone gets the same
number of cards.
How many cards will each of the 6 players get?
Each player will get 9 cards.
What is probability?The area of mathematics known as probability deals with numerical representations of the likelihood that an event will occur or that a statement is true.An event's probability is a number between 0 and 1, where, roughly speaking, 0 denotes the event's impossibility and 1 denotes certainty.The likelihood that an event will occur increases with its probability.A straightforward illustration is tossing a fair (impartial) coin.The chance of both outcomes ("heads" and "tails") is equal because the coin is fair, "heads" is more likely than "tails," there are no other conceivable outcomes, and the likelihood of either outcome is half.According to our question-
total people= 6
cards=52
52/6= 8.66
rounding off
=9
hence, each player will get 9 cards.
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PLEASE ILL GIVE LOTS OF POINTS!!!!!!! PLEASEEEEEE
Answer:
3) m= 3/310
4) x > -1
6) 1:a)-4
2:b)-2
3:c)2
4:d)4
7) f(-4.2)=46.06
Step-by-step explanation:
hope this helps
i need help what tis 10+10
Answer: 20 tis it
Step-by-step explanation:
my man
helpp mi poor soul!!!
During the last snowstorm, Joey made $135 shoveling snow for his neighbor he decided to spend this money on a new TV for his room. He spent all $135 on the TV but was very excited because he got the TV on sale and the price he paid for the TV was 40% cheaper than it normally was what was the original price of the TV prior to the sale?
Answer:
54
Step-by-step explanation:
40 x 135
_______
100
=54
Consider the geometric sequence Po= 100, P₁ =30, P₂ =9,..
(a) Find the common ratio R
(b) Use the geometric sum formula to find the sum Po+P₁+…+ Pg.
(a) The common ratio R is 3/10.
What do you mean by Geometric progression?
Every following word in a sequence known as a geometric progression (GP) is created by multiplying every previous term by a constant amount, or "common ratio." Another name for this progression is a pattern-following geometric sequence of numbers.
To find out the common ratio we have to divide the second term by the first term,
in the given example to find out the common ratio we have to divide [tex]P_{2[/tex] by [tex]P_{1}[/tex],
so, we are getting, common ratio(R)= 9/30
= 3/10
Hence,The common ratio(R) is 3/10.
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hii, sorry please could someone answer
5 - x²
Answer:
5+-
[tex]5 + - x {}^{2} [/tex]
[tex] - x {}^{2} + 5[/tex]
what is 1/3 of 3/8?write a division problem to match.
Answer: 1/8, Division equation: 1/3 divided by 8/3
Step-by-step explanation:
Step 1: Write this problem as an equation, of means multiply so the equation is 1/3 x 3/8.
Step 2: Solve the equation by multiplying the numerators and the denominators. You get 3/24.
Step 3: Simplify by dividing the numerator and denominator by their gcf. In this case it is 3. So, 1/3 of 3/8 is 1/8.
Step 4: Now we need to get the division equation of 1/3 x 3/8, for this you do the same thing as if we had to actually solve the division equation with fraction, just for changing multiplication to division instead. I am talking about keep change flip. You keep the first fraction the same. you change the operation to it's opposite ,and you flip the numerator and denominator in the second fraction. When we do this we get our division equation of 1/3 divided by 8/3.
The assets and liabilities of a credit union banker are listed below.
Car Value $29,850
Car Loan $10,560
Savings Account Balance $12,409
Treasury Bonds $10,000
Student Loans $13,824
Credit Card Balance $8,051
Checking Account Balance $19,419
Home Value $194,450
What is the total net worth if the banker pays off the student loans?
Answer:
$247,517
Step-by-step explanation:
Hello,
Assets
(Car Value) $29,850
(Savings Account Balance) $12,409
(Treasury Bonds) $10,000
(Checking Account Balance) $19,419
(Home Value) $194,450
29850+12409+10000+19419+194450 = 266128
Liabilities
(Car Loan) $10,560
(Student Loans) $13,824 since the students loans are payed of we don't include it into the final net worth.
(Credit Card Balance) $8,051
10560+8051=18611
assets - liabilities = net worth
266128 - 18611 = 247517
So, if the banker pays off the students loans of a credit union banker their net worth will be $247,517.
please helllp
There are two sets of rainfall data for two different time periods in the same location.
Period 1: 2.3, 2.1, 2.2, 2.2, 2.2, 2.1, 2.4, 2.5, 2.2, 2.0, 1.9, 1.9, 2.1, 2.2, 2.3
Period 2: 2.3, 2.1, 3.3, 1.5, 3.6, 1.6, 3.0, 1.1, 4.7, 2.1, 2.4, 1.9, 2.8, 0.5, 2.3
Draw a conclusion based on the data provided.
Examining the rainfall data for the two periods a conclusion is that the range of the values are period 1 has low variability while period 2 has high variability
period 1: 0.6
period 2: 4
What is range in statistics?The range in statistics refers to the distribution of data between the lowest and greatest value in the distribution. It is a widely used indicator of variation.
Measurements of variability provide you with descriptive statistics for summarizing your data set in addition to measures of central tendency.
By deducting the lowest value from the greatest value, the range is computed. A short range indicates low variability in a distribution, whereas a big range denotes significant variability.
The range is
period 1: 2.5 - 1.9 = 0.6
period 2: 4.7 - 0.7 = 4
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The length of a rectangle is 10 inches more than 3 times the width and the area is 217 square inches, find the length and width
The length and width of the rectangle is 31 inches and 7 inches.
Given:
The length of a rectangle is 10 inches more than 3 times the width and the area is 217 square inches.
Let l and w be the length and breadth.
l = 10 + 3w
lw = 217
w = 217/l
l = 10 + 3(217/l)
l = 10 l + 651 / l
[tex]l^{2} -10l -651=0[/tex]
on solving
l = 31 inches
lw = 217
w = 217/31
w = 7 inches.
Therefore the length and width of the rectangle is 31 inches and 7 inches.
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1/7 + 1/39 answer please
Answer:
46/273
Step-by-step explanation:
To add fractions, they must have a common denominator. To set one, find a common multiple of both denominators. Simply multiply them together if it proves difficult.
7 x 39 = 253
Now set the denominators to this number and multiply the numerators by the opposite fraction's denominator.
39/259 + 7/253 = 46/253
This simplifies to 2/11
So, 1/3 + 1/39 = 2/11
Orlandria’s marble collection contains 10 blue marbles,5 green marbles,6 red marbles and 7 yellow marbles what is the ratio of yellow marbles to the total number of marbles in orlandria’s marble collection
Answer: The ratio of the total number of marbles in Orlandria’s marble collection is 7:28, where 7 is the yellow marbles and 28 is the total number of marbles Orlandria has.
jordan uses 1/3 of a tank of gas each week on their commute for 5 days. on average, what fraction of a tank is used daily?
The fraction of a tank is used daily is 1/15.
Given that, Jordan uses 1/3 of a tank of gas each week on their commute for 5 days.
What is the fraction?In Mathematics, fractions are represented as a numerical value, which defines a part of a whole. A fraction can be a portion or section of any quantity out of a whole, where the whole can be any number, a specific value, or a thing.
Average tank of gas used = Total tank of gas/Number of days
= 1/3 ÷ 5/1
= 1/3 × 1/5
= 1/15
Therefore, the fraction of a tank is used daily is 1/15.
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Gus is buying juice drinks, x, and snack packs, y, for a school picnic. The system of inequalities models how many of each item Gus needs to buy and how much he can spend. Which of the following points represents a viable solution to the system? x + y ≥ 150 1.5x + 3.5y ≤ 600
The viable solutions to the system will be (80, 90)
Gus is buying juice drinks, x, and snack packs, y, for a school picnic
The system of inequalities will be
x + y ≥ 150
1.5x + 3.5y ≤ 600
15x + 35y ≤ 6000
3x + 7y ≤ 1200.......equation 1
x + y ≥ 150....multiplied with 3
3x + 3y ≥ 450...equation 2
3x + 7y - (3x + 3y) = 1200 - 450
3x + 7y - 3x - 3y = 750
4y = 750
y = 750/4
y ≤ 187.5
x + y ≥ 150.
x ≥ 150 - 187.5
x ≥ -37.5
Therefore, the viable solutions to the system will be (80, 90)
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38% of college students say they use credit cards because of the rewards program. You randomly select 10 college students and ask each to name the reason he or she uses credit cards. Find the probability that the number of college students who say they use credit cards because of the rewards program is (a) exactly two, (b) more than two, and (c) between two and five inclusive. If convenient, use technology to find the probabilities.
a) Probability that the number of college students who say they use credit cards because of the rewards program is exactly two is;
P(X = 2) = 0.1419
b) Probability that the number of college students who say they use credit cards because of the rewards program is more than two is;
P(X > 2) = 0.9402
c) Probability that the number of college students who say they use credit cards because of the rewards program is between two and five inclusive is; P(2 ≤ X ≤ 5) = 0.8054
How to solve binomial probability distribution problems?The formula for Binomial Probability distribution is;
P(X = x) = nCx * p^(x) * (1 - p)^(n - x)
where;
p is probability of success
n is number of trials
x = the number of expected successful outcomes
We are given;
p = 38% = 0.38
n = 10
Thus;
a) Probability that the number of college students who say they use credit cards because of the rewards program is exactly two is;
P(X = 2) = 10C2 * 0.38^(2) * (1 - 0.38)^(10 - 2)
P(X = 2) = 0.1419
b) Probability that the number of college students who say they use credit cards because of the rewards program is more than two is;
P(X > 2) = 1 - P(X ≤ 2)
P(X > 2) = 1 - [P(X = 0) + P(X = 1) + P(X = 2)]
P(X > 2) = 0.9402
c) Probability that the number of college students who say they use credit cards because of the rewards program is between two and five inclusive is;
P(2 ≤ X ≤ 5) = [P(X = 2) + P(X = 3) + P(X = 4) + P(X = 5)]
P(2 ≤ X ≤ 5) = 0.8054
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Identify the greatest common factor.
[tex]6zx^{6} tx^{4} , 30zx^{8} tx^{3} , 18zx^{5} tx^{5}[/tex]
The required greatest common factor is given as 6zx¹⁰t.
Given that,
To determine the greatest common factor among the expressions,
The greatest common factor is defined as a group of the set of numbers that is the most considerable and greatest factor that all the numbers include of.
Here,
Given expression,
= 6zx⁶tx⁴, 30zx⁸tx³, 18zx⁵tx⁵
Taking common 6zx¹⁰t,
= 6zx¹⁰t{1 , 5x³, 3}
Thus, the required greatest common factor is given as 6zx¹⁰t.
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92 people had lunch in the cafeteria.
9 people had soup, a sandwich, and a drink. 33
people had soup, 45 had a sandwich, and 52
had a drink. 5 people had soup and a
sandwich. 10 people had a sandwich and a
drink. 5 people had soup and a drink.
How many people had only a drink?
14 people
28 people
21 people
92 people
Answer:
Step-by-step explanation:
The question about how many people ONLY had a drink is asking to solve some simultaneous equations . Know this?
People = 92
soup = SP = 33
sandwich = SW = 45
drink = D = 52
9(SP+SW+D)
5(SP+SW)
10(SW+D)
5(SP+D)
for a drink 9+10+5 people had a drink with something else
24 had a drink with something else so 52-24=28 only had a drink
28 people only had a drink
Find the equation (in slope-intercept form) of the line with the given slope that passes through the point with the given coordinates.
slope: 4, ordered pair: (−3,−2)
Answer:
[tex] \huge{ \boxed{y = 4x + 10}}[/tex]
Step-by-step explanation:
The equation of a line in slope-intercept form is given by
[tex] \bold{y = mx + c}[/tex]
where
m is the slope
c is the y intercept
From the question
m = 4
In order to find c we substitute the point (−3,−2) into the equation y = mx + c
We have
[tex] - 2 = 4( - 3) + c \\ - 2 = - 12 + c \\ c = - 2 + 12 \\ c = 10[/tex]
We now substitute m and c into the equation
We have the final answer as
[tex] \bold{y = 4x + 10}[/tex]
Hope this helps you
Find the derivative
The derivative of the given function is 4x³ / (x²+1) ²
What is derivative mean?
The rate at which a function changes in relation to a variable Calculus and differential equations issues must be solved using derivatives.In order to determine the rate of change of an interest variable, scientists typically observe changing systems (dynamical systems).They then incorporate this information into a differential equation and use integration techniques to produce a function that can be used to predict how the original system will behave under various conditions.Geometrically, the slope of a function's graph or, more accurately, the slope of the tangent line at a point can be used to understand the derivative of a function.d(u/v) = [ u(dv/dx) + v(du/dx) ] / v²
Given:
f(x) = x²/x²+1
Applying the formulae:
= x²[ d(x²+1)/dx] + (x²+1) [ d(x²)/dx ] / (x²+1) ²
= x²(2x+0) + (x²+1)2x / (x²+1) ²
= 2x³ + 2x³ / (x²+1) ²
= 4x³ / (x²+1)²
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a) What are the coordinates of A?
b) What are the coordinates of B?
Answer: Yellow Greed
Step-by-step explanation: Maths
Please help me!!!!!11
Answer:A
Step-by-step explanation:
N is a lie, its increasing
Q is linear
R is linear
P must be true
Answer:
The answer is A) In Section P, the function is linear and increasing.
Step-by-step explanation:
B is false because it is not decreasing
C is false because it is considered linear (linear is a line). Non-linear is typically a curved line.
D is false because it's not increasing or decreasing, so when it states decreasing it isn't even right.
Hope this helps!!!
URGENT:
suppose that ln5=a and ln11=b. Use properties of logarithms to write the logarithm in terms of a and b. ln 5sqrt55
The phrase asked: [tex]\ln5\sqrt{55}[/tex]
if ln5=a and ln11=b:
[tex]\ln5\sqrt{55} =\\\\ \ln5+\ln(55)^{\dfrac{1}{2}}=\\\\\\ \ln5+\dfrac{1}{2}(\ln55)=\\\\\\ \ln5+\dfrac{1}{2}(\ln5.11)=\\\\\\ \ln5+\dfrac{1}{2}(\ln5+\ln11)=\\\\\\ a+\dfrac{1}{2}(a+b)= \dfrac{1}{2}(3a+b)[/tex]
-----------------------
theorem 1:
[tex]\ln(x.y)= \ln x + \ln y[/tex]
theorem 2:
[tex]\log_a{x^n} = n \cdot \log_a{x}[/tex]
A farmer has 1,260 acres of land on which he grows corn, wheat, and soybeans. It costs $45 per acre to grow corn, $60 to grow wheat, and $50 to grow soybeans. Because of market demand the farmer will grow twice as many acres of wheat as of corn. He has allocated $67,050 for the cost of growing his crops. How many acres of each crop should he plant?
If he has allocated $67,050 for the cost of growing his crops. The number of acres of each crop that should plant is Corn 270, Wheat 540, Soybeans 450.
How to determine the number of acres?Let c = corn
Let w = wheat
Let s = soybeans
C+W+S = 1260
45C + 60W + 50S = 67050
W =2C
Substitute equation 1 into equation 2
C + 2C +S = 1260
3C + S =1260
45C + 120C + 50S =67050
165C +50S =67050
Let eliminate S
165C+ 50(1260-3C) =67050
165C + 63000 - 150C= 67050
15C= 4050
Divide both side by 15c
c =4050/15
c = 270 (corn)
Wheat
W=2C
w = 2(270)
w= 540
S= 1260 - 3C
S= 1260- 3(270)
S =1260 -810
S = 450 (soybeans)
Therefore , 270, 540 and 450 are the acres that should be planted.
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