Which is greater than 4?

(a) 5,

(b) -5,

(c) -1/2,

(d) -25.​

The probability that at least four of the 25 patients actually have the flu is 0.013

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 incorporated probability to forecast the likelihood of various events.

The degree to which something is likely to happen is basically what probability means.

The probability P(X ≥ 4).

By De Morgan's Law, this is equal to 1-P(X<4).

If we add up the values of x=0,1,2,3 from our pmf,

[tex]$p_x = \binom{25}{x}(0.04)^x(1-0.04)^{25-x}$[/tex]

So, x=4

P(4) = 25! / 4! ( 25- 4)! x [tex]0.04^4[/tex] [tex](1 - 0.04)^{25- 4}[/tex]

P(4) = 0.013

Hence, the probability that at least four of the 25 patients actually have the flu is 0.013

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Meghan made 4 batches of cookies from the 20-cup bag of flour

Let x represent the number of batches of cookies Megan made. Since each batch is made from 3 cups of flour and the remaining  8 cups of flour she had to make a pan of muffins.

Since she had initially 20-cup bag of flour, hence:

3x + 8 = 20

3x = 12

x = 4

Hence Meghan made 4 batches of cookies from the 20-cup bag of flour.

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Answer:

Step-by-step explanation:

0.65

Answer:

when evaluate the function with the 1, then you get -2

and when evaluate with the 6, then you get 3/4

Step-by-step explanation:

the domain for this function is , [-3, 2) U (2, infinite)

Answer:

12/32 divide by 4 and get 3/8 you can’t simplify any further after that

Step-by-step explanation:

Answer:

7500

Step-by-step explanation:

34500-27000=7500

Step-by-step explanation:

we divide 2/3 by 1/8 (to see how often 1/8 fits into 2/3).

remember, when dividing one fraction by another, it is the same as multiplying with the upside-down second fraction.

2/3 / 1/8 = 2/3 × 8/1 = (2×8)/(3×1) = 16/3 = 5 1/3

that means that there are 5 containers with 1/8 gallon of paint, and a 6th container with a little bit of paint left (a third of 1/8 gallons = 1/8 / 3/1 = 1/8 × 1/3 = 1/24), 1/24 of a gallon.

so, 6 containers in total have paint in them.

Answer:

x = 11

Step-by-step explanation:

pls mark me brainleist :))

Answer:

x=11

Step-by-step explanation:

31+4+5x=90

Combine like terms

35+5x=90

Subtract 35 from each side

5x=55

Divide by 5

x=11

Answer:

It is 4.

Step-by-step explanation:

9(4)=36

36(4)=144

144(4)=576

576(4)=2304

Hope this helps:)

You can try predicting the graph on some special points and will see it quickly the function which is plotted on the graph.

The rational function which is graphed below is given by

Option D: F(x)= 1/(x+2)(x-5)

There are many tools we can use to find the information of the relation which was used to form the graph.

A graph contains data of which input maps to which output.

Analysis of this leads to the relations which were used to make it.

For example, if the graph  of a function is rising upwards after a certain value of x, then the  function must be having increasingly output for inputs greater than that value of x.

If we know that the function crosses x axis at some point, then for some polynomial functions, we have those as roots of the polynomial.

Since the graph is almost zero always except x = -2 and x = +5 ( since 5 lines are denoting 10,thus lines on x axis are made on two two intervals), thus the function must be such that as input increases, the output decreases quickly but stays above or below the x axis as per the interval.

The graph goes to +infinity or - infinity(depending on the sign of the function) as the input value x = -2 or + 5, this shows that there can be some value like (x + 2)(x- 5) in the denominator so that as x tends to -2 or +5, the denominator shrinks fast and therefore the function gets immensely big numbers.

I chose them since

[tex](x+2)(x-5)|_{x=-2} \: = (-2+2)(-2-5) = 0 \times -7 = 0\\\\(x+2)(x-5)|_{x=5} \: = (5+2)(5-5) = 7 \times 0 = 0[/tex]

As denominator goes to zero, the function will have big and big values.

We can see that when x < -2, the denominator [tex](x+2)(x-5)[/tex] is positive, and the function tends to upside, and when -2 < x < 5, the function is negative and when 5 < x, the function is positive again.

This shows that the function is having signs just like the denominator.

Thus, out of the options available, the fourth option seems so fit.

Thus,

The rational function which is graphed below is given by

Option D: F(x)= 1/(x+2)(x-5)

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[tex] \frac{13}{16} x - \frac{3}{8} x = \frac{2}{5} + \frac{3}{10} \\ = > \frac{13x - 6x}{16} = \frac{4 + 3}{10} \\ = > \frac{7x}{16} = \frac{7}{10} \\ = > x = \frac{7}{10} \times \frac{16}{7} \\ = > x = \frac{16}{10} \\ = > x = \frac{8}{5} [/tex]

[tex]s = \frac{2x + t}{r} \\ = > rs = 2x + t \\ = > rs - t = 2x \\ x = \frac{rs - t}{2} [/tex]

Answer:

Step-by-step explanation:

The answer is 2050

Step-by-step explanation:

the first one and the fourth is your answer.

first - 2094tenths + 5hundredths.

fourth- 20+9.045.

hope this helps you.

Answer:

a)

d)

All these answers are incorrect

Answer:

1/4 x 2

hope its right

Answer:

jrhn nd jdhdjidhdjduhihdnidhdhdidbdkjx

Step-by-step explanation:

thanks sa points

[tex]▪▪▪▪▪▪▪▪▪▪▪▪▪  {\huge\mathfrak{Answer}}▪▪▪▪▪▪▪▪▪▪▪▪▪▪[/tex]

Here's the solution :

Answer:

4x+2y

Step-by-step explanation:

Answer:

s.v is the answers for the question

Step-by-step explanation:

please mark me as brainlest

Answer:

4

Step-by-step explanation:

Equation:

1/2x + 10 = 12

Subtract 10 from both sides:

1/2x = 2

Divide by 1/2 from both sides:

x = 4

-Chetan K

Answer:

No, Yes, No, No.

Step-by-step explanation:

"It is not the case that x is equal to 100." This means that x ≠ 100.

"x is not equal to 300." The problem has nothing to do with 300. We know that x ≠ 100, but the fact that x ≠ 300 doesn't prove or deny anything about the statement x ≠ 100.

"x is equal to 100." This is the complete opposite of the original statement! If x = 100, then this completely denies or negates the fact that x ≠ 100.

"It is not the case that x is equal to 400." Again, 400 has nothing to do with the statement x ≠ 100, so the statement neither proves nor denies the statement x ≠ 100.

"x is equal to 300." Same story: 300 has nothing to do with x ≠ 100, so it doesn't change anything about x ≠ 100.

Answer:

1/9

Step-by-step explanation:

Answer:

1/9

Step-by-step explanation:

When it has a bar over it, that means that the one continues. So the actual decimal is 0.11111111111. To find the answer, divide all the rational numbers. I'll do A for example. A. 1/11 (1 divided by 11) which is .09090909. It's close, but not the answer. Now, try the others.

The actual decimal is impossible to write out as it is infinite, so it is represented with a bar on top of the repeating value. \[0.03\]|

Answer:

531.44100

Step-by-step explanation:

A cube volume is V = x^3

Here x = 8.10

8.10*8.10*8.10 = 531.44100

Answer:

The choice D. – i

Step-by-step explanation:

[tex]i \times i \times i = \sqrt{ - 1} \times \sqrt{ - 1} \times \sqrt{ - 1} \\ = - 1 \times \sqrt{ - 1} \\ = - i[/tex]

I hope I helped you^_^

Answer:

x = -4, 4

Step-by-step explanation:

When it says find all the values of x where f(x) = 6, it is basically asking for the x values where y would equal 6. So if you look at the graph, y equals 6 when x = -4 and x = 4.

7. B

multiply the numbers and simplify.

8. D

divide the two numbers.

9. C

add the numbers

10. B

subtract the numbers.

11. B

multiply the numbers.

12. A

divide the numbers, the quotient is the number obtained.

13. C

14. C

15.D

Answer:

27/30, 15/25, -7

Step-by-step explanation:

id k common sense

Answer:

144

Step-by-step explanation:

48 ÷ 4 (which is how many sides a square has) is 12

So 12x12 because l×w (length and width) and all sides of a square are equal

So the answer would be 144

The perimeter of a square is 48 inches. What is the area, in square inches, of the square?

The perimeter of a square is 48 inches.

= 48 inches ÷ 4

= 12 inches

= (12 inches)^2

= (12×12) square inches

= 132 square inches

The area of the square is 132 square inches.

Answer: 2

Step-by-step explanation 7 - 20 + 8 + 11 - 3 + 9 = 12 divided by 6 because there are 6 numbers equals 2