If Courtney has 14 hits out of 50 at bats, how many hits must she get in her next 50 at bats to finish with a .300 average?
Answers
Answer:
14 im pretty sure
Step-by-step explanation:
.
To calculate the number of hits Courtney must get in her next 50 at-bats to achieve a .300 batting average, we'll need to consider her current stats.
The batting average is determined by dividing the total number of hits by the total number of at-bats. Currently, Courtney has 14 hits out of 50 at-bats, which gives her a batting average of \(14/50 = 0.28\) or a 28% average. To achieve a .300 batting average, she needs her hits to make up 30% of her total at-bats.
Since Courtney will have 100 at-bats after her next 50, she'll need to have 30 hits to achieve her desired average. To calculate the number of hits needed in her next 50 at-bats, we subtract her current hits from the target hits. Therefore, Courtney needs \(30 hits - 14 hits = 16\) hits in her next 50 at-bats to finish with a .300 average.
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Related Questions
Exponential, triangular, Weibull, beta, Erlang, gamma, Iognormal distributions are often referred to as Discrete theoretical distributions continuous empirical distributions discrete empirical distributions Continuous theoretical distributions QUESTION 9 is important in most simulation run and used to keep an entity when it cannot move Global variable Altribute Queue Resource
Answers
Exponential, triangular, Weibull, beta, Erlang, gamma, and lognormal distributions are often referred to as continuous theoretical distributions.
In most simulations, a queue is important for keeping an entity when it cannot move.
Exponential, triangular, Weibull, beta, Erlang, gamma, and lognormal distributions are all examples of continuous theoretical distributions. These distributions are used to model random variables that take on continuous values, such as time, length, or volume. They are characterized by probability density functions that describe the likelihood of different values occurring within a given range.
In simulation modeling, a queue is an important construct used to manage entities or objects that need to wait or be processed in a specific order. When an entity cannot move or proceed further in the simulation, it is typically placed in a queue until the conditions allow it to progress. Queues are commonly used in various simulation scenarios, such as modeling service systems, production lines, or network traffic.
Global variables and attributes are generally used to store and manage data within a simulation, but they do not specifically address the concept of keeping an entity when it cannot move. Resources, on the other hand, are entities that are required or consumed by other entities in the simulation, such as equipment or personnel, but they do not directly handle the situation of entities being unable to move.
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Someone please help me. ASAP
Answers
Answer:
x=2
Step-by-step explanation:
4x+6=x+12
-x -x
3x+6=12
-6 -6
3x=6
/3 /3
x=2
Answer:
x=2
Step-by-step explanation:
4x+6 = x+12
Subtract x from each side
4x-x +6 =x-x+12
3x +6 = 12
Subtract 6 from each side
3x+6-6=12-6
3x = 6
Divide each side by 3
3x/3 =6/3
x =2
Show that the polynomial x³ + 2x + 1 is irreducible over Z3. (b) Explain why the method you used in part (a) might not work for polynomials of degree greater than 3. (c) Using part (a), explain why Z3 [x]/(x³ + 2x + 1) is a field.
Answers
In this problem, we need to show that the polynomial x³ + 2x + 1 is irreducible over Z3, explain why the method used in part (a) might not work for polynomials of degree greater than 3, and use part (a) to explain why Z3 [x]/(x³ + 2x + 1) is a field.
a) To show that the polynomial x³ + 2x + 1 is irreducible over Z3, we can start by checking if it has any linear factors by substituting all elements of Z3 into the polynomial. Since none of the elements of Z3 satisfy the polynomial equation, it does not have any linear factors. Then we can check if it has any quadratic factors by trying to factorize it into a quadratic polynomial multiplied by a linear term. If we cannot find any such factorization, we can conclude that the polynomial is irreducible over Z3.
b) The method used in part (a) might not work for polynomials of degree greater than 3 because higher degree polynomials can have more complex factorizations and it becomes increasingly difficult to exhaustively check all possible factorizations. Additionally, the irreducibility of polynomials of degree greater than 3 often requires more sophisticated techniques.
c) Using the result from part (a), we know that x³ + 2x + 1 is irreducible over Z3. This means that the ideal generated by this polynomial in the polynomial ring Z3 [x] is a maximal ideal. Since a maximal ideal corresponds to a field, Z3 [x]/(x³ + 2x + 1) is a field. In other words, the quotient ring obtained by factoring out the ideal generated by x³ + 2x + 1 from Z3 [x] forms a field.
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For a fund-raiser, Anthony earns $5 for the first mile he runs, an additional $7 for the second mile, an additional $9 for the third mile, and so on.The expression represents the total amount of money Anthony earns if he runs 10 miles. How much does Anthony earn if he runs 10 miles?
Answers
Answer:
He will earn $140, my bad miss calculated...
Step-by-step explanation:
Its 140....
How many zeros does the function f(x) = 13x11 – 12x8 + 16x5 – 23x + 42 have?
Answers
Answer:
I typed in the equation to see how it would look on the graph and theres only one zero(x-intercept) on the graph.
Step-by-step explanation:
If an account has a 6.2% annual percentage rate (APR) compounded monthly, find the annual percentage yield (APY) to the nearest hundredth.
If an account has a 3.2% annual percentage yield (APY) compounded weekly, find the annual percentage rate (APR).
Answers
The annuaI percentage yieId (APY) is 6.16%.
What is the annuaI percentage yieId?An indicatοr of which deposit account is the most profitabIe or whether an investment wiII provide a decent return is the annuaI interest yieId (APY).
Here, we have
Given: If an account has a 6.2% annuaI percentage rate (APR) compounded monthIy.
We have to find the annuaI percentage yieId (APY).
The caIcuIation of the annuaI percentage yieId is based on the foIIowing equation:
APY = (1+r/n)ⁿ - 1
r – Interest rate; and
n - Number of times the interest is compounded per year.
APY = (1+r/n)ⁿ - 1
APY = (1+0.062/12)¹² -1
APY = (1.005)¹² -1
APY = 0.0616
APY = 6.16%
Hence, the annuaI percentage yieId (APY) is 6.16%.
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4(1-2x)>32
solve for x
Answers
Answer:
x < -7/2
Step-by-step explanation:
First, perform the indicated multiplication:
4(1-2x)>32 becomes 4 - 8x > 32.
Next, isolate the -8x term by subtracting 4 from both sides of this inequality:
-8x > 28
Finally, solve for x by dividing both sides by -8. This requires that we reverse the direction of the inequality sign:
x < -28/8, or, after reduction, x < -7/2
Triangle TRI has a base of m centimeters and a height of n centimeters. Rectangle RECT has a length of n centimeters and a width of m centimeters. Use complete sentences to compare the areas of triangle TRI and rectangle RECT.
Answers
Answer: Triangle TRI has an area of mn/2 cm²( area of triangle 1/2× base×height= 1/2×m×n:mn/2) whereas rectangle RECT has an area of nm cm² ( area of rectangle is length×width= n×m:nm cm²)
A rectangle is inscribed in a parabola y^2 = 16x with the side of the rectangle along the latus rectum of the parabola. If the area of the rectangle is maximized, compute its perimeter.
a. 24.63
b. 13.69
c. 14.57
d. 20.69
Answers
The perimeter of the rectangle, when the area is maximized, is approximately 24.63 units. Therefore, correct option is a.
To maximize the area of the rectangle inscribed in the parabola \(y^2 = 16x\), we need to find the dimensions of the rectangle. Since the side of the rectangle is along the latus rectum of the parabola, we know that the length of the rectangle is equal to the latus rectum.
The latus rectum of the parabola \(y^2 = 16x\) is given by the formula 4a, where "a" is the distance from the focus to the vertex of the parabola. In this case, the focus is located at (4a, 0).
To find "a," we can equate the equation of the parabola to the general equation of a parabola in vertex form: \(y^2 = 4a(x - h)\), where (h, k) is the vertex of the parabola.
Comparing the two equations, we get:
4a = 16
a = 4
Therefore, the latus rectum of the parabola is 4a = 4 * 4 = 16 units.
Since the length of the rectangle is equal to the latus rectum, we have length = 16 units.
Now, to find the width of the rectangle, we need to determine the corresponding y-coordinate on the parabola for the given x-coordinate of the latus rectum. The x-coordinate of the latus rectum is half the length, which is 16/2 = 8 units.
Substituting x = 8 into the equation of the parabola, we get:
\(y^2 = 16(8)\\y^2 = 128\\y = \sqrt{128} = 11.31\)
Therefore, the width of the rectangle is approximately 11.31 units.
The perimeter of the rectangle is given by the formula:
Perimeter = 2(length + width)
Plugging in the values, we have:
Perimeter = 2(16 + 11.31)
Perimeter ≈ 2(27.31)
Perimeter ≈ 54.62
Rounding the perimeter to two decimal places, we get approximately 54.62 units, which is equivalent to 24.63 units.
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1. (8.15 × 4 ÷ 5) × 3.2
3. 17+ 8x (2.7÷ 6) – 3
5. 0.2 x (5-0.7) + 1.8 ÷ 2
2. 125 +32 x 2.2
4. 38.9 -2.3 × 1.5 + 2.6
6. 21.5÷5+ (8.06 - 12.5 ÷ 2)
Answers
Answer:
1) 20.864
2) 195.4
3) 17.6
4) 38.05
5) 1.76
6) 6.11
Step-by-step explanation:
(8.15 × 4 ÷ 5) × 3.2
= (32.6 ÷ 5) × 3.2
= 6.52 × 3.2
= 20.864
125 + 32 × 2.2
= 125 + 70.4
= 195.4
17 + 8 × (2.7 ÷ 6) - 3
= 17 + 8 × 0.45 - 3
= 17 + 3.6 - 3
= 17 + 0.6
= 17.6
38.9 - 2.3 × 1.5 + 2.6
= 38.9 - 3.45 + 2.6
= 38.9 - 0.85
= 38.05
0.2 × (5 - 0.7) + 1.8 ÷ 2
= 0.2 × 4.3 + 0.9
= 0.86 + 0.9
= 1.76
21.5 ÷ 5 + (8.06 - 12.5 ÷ 2)
= 4.3 + (8.06 - 6.25)
= 4.3 + 1.81
= 6.11
Can someone help me I will give extra points and whoever is first I will mark as Brainliest
Answers
Def: a noun, a vehicle's capacity to gain speed within a short time.
Ex: the acceleration of the car was high because the gas was just filled.
Non ex: acceleration cannot be defined as gravity to an object such as an apple.
Atmosphere-
Def: a noun, the envelope of gases surrounding the earth or another planet.
Ex: the atmosphere is so dense I cannot breathe.
Non ex: an atmosphere cannot be described as air in a jar or inside an object.
Contact-
Def: a noun, the state or condition of physical touching.
Ex: I love when we make contact because it reminds me of when we first met.
Non ex: contact cannot be used as a mentality, it is physical
Earth-
Def: a noun, the planet on which we live; the world. (Girl come on this one aint that hard)
Ex: I love living on earth because I can breathe both nitrogen and oxygen and survive.
Non ex: earth is the place we live do not confuse it with mars or Uranus
Force-
Def: a noun, strength or energy as an attribute of physical action or movement.
Ex: may the force be with you obi one kenobi
Non ex: force is not a light tap it is a harsh push
Frame of reference-
Def: a noun, a set of criteria or stated values in relation to which measurements or judgments can be made.
Ex: he interprets what he sees in terms of his own cultural frame of reference
Non ex: frame of reference cannot be determined when an object is not moving
Friction-
Def: a noun, the resistance that one surface or object encounters when moving over another.
Ex: when we touched, the friction was so hot (jk don’t say that. Say: there’s no friction between the moon and earth because of their orbit)
Non ex: friction cannot be determined when two objects (or people lol) are not in physical contact
Kinetic energy-
Def: a noun, energy which a body possesses by virtue of being in motion.
Ex: the horse was running in which kinetic energy was made.
Non ex: kinetic energy is only when something is moving so a still object does not have kinetic energy
Kinetic friction-
Def: noun, a force that acts between moving surfaces
Ex: the kinetic friction occurred because of the two soccer balls that hit.
Non ex: kinetic friction is not when two things aren’t moving.
Bro hope that helped but do your hw because this is simple stuff. If you don’t mark as brainliest im reporting
13 years ago Mei what’s 35 years old. How old is she know
Answers
Hey there!
35 years of age is her past age so to find out her age you just simply ADD her past age (which is like 35) plus 13.
YOUR EQUATION:
35 + 13 = current age
See with basic addition (two digit) you work from BACK to FORTH. So let’s do it that way to make it “easier” to solve.
5 + 3 = 8
3 + 1 = 4
Therefore, your answer SHOULD be: 48
Good luck on your assignment & enjoy your day!
~Amphitrite1040:)
six students take an exam. for the purpose of grading, the teacher asks the students to exchange papers so that no one marks his or her own paper. in how many ways can this be accomplished
Answers
We cannot have a fractional of ways to exchange papers, we round down to get 265 ways.
Let's assume the six students are labeled as 1, 2, 3, 4, 5, and 6. Student 1 can exchange papers with any of the other 5 students, leaving 4 students to exchange papers with for student 2, 3 students for student 3, and so on. Therefore, the total number of ways to exchange papers is:
5 × 4 × 3 × 2 × 1 = 120
Alternatively, we can use the formula for the number of derangements of n elements, which is:
D(n) = n!(1/0! - 1/1! + 1/2! - 1/3! + ... + (-1)^n/n!)
For n = 6, we have:
D(6) = 6!(1/0! - 1/1! + 1/2! - 1/3! + 1/4! - 1/5! + 1/6!)
= 720(1 - 1 + 1/2 - 1/6 + 1/24 - 1/120 + 1/720)
= 720(0.368)
≈ 265.29
Since we cannot have a fractional number of ways to exchange papers, we round down to get 265 ways.
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Since we cannot have a fraction of a way to exchange papers, we round the result to the nearest whole number. There are approximately 264 ways the papers can be exchanged so that no student marks their own paper.
To calculate the number of ways the papers can be exchanged so that no student marks their own paper, we can use the concept of derangements.
A derangement is a permutation of a set in which no element appears in its original position. In this case, we want to find the number of derangements of the six students.
The formula for calculating the number of derangements of n objects is given by the derangement formula:
D(n) = n!(1 - 1/1! + 1/2! - 1/3! + ... + (-1)^n/n!)
Using this formula, we can calculate the number of derangements for n = 6:
D(6) = 6!(1 - 1/1! + 1/2! - 1/3! + 1/4! - 1/5! + 1/6!)
Calculating the values, we get:
D(6) = 720(1 - 1 + 1/2 - 1/6 + 1/24 - 1/120 + 1/720)
= 720(0.368)
≈ 264.384
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What is the equation of a line parallel to 2x−3y=5 that passes through the point (−9,2)?
Answers
Suppose the inter-arrival time of calls to a call center is 10 seconds on average and each service representative can answer 1 call per minute on average. What is the minimum number of service representatives required so that the queue is stable?
Answers
We have a call center where the inter-arrival time of calls is 10 seconds on average and the service rate is 1 call per minute.
We have to find the minimum number of representatives required so that the queue is stable.
We can start by expressing the arrival rate of calls as:
\(\lambda=\frac{1}{\#\text{calls per minute}}=\frac{1}{6\min }\)The service rate is:
\(\mu=1\frac{1}{\min }\)For stability
water flows through a pipe at a rate of 7 cubic meters per month. Express this rate of flow in gallons per minute. Round your answer to the nearest hundredth.
Answers
Answer:
0.04
Step-by-step explanation:
The rate of flow is 0.043 gallons per minute.
How to convert litres to gallons ?Divide by 0.264 to obtain litres from gallons and multiply by 0.264 to obtain in gallons from litres.
According to the given question
Water flows through a pipe at a rate of 7 cubic meters per month.
We know 1 cubic meter is = 1000 litre
∴ 7 cubic meters per is
= (7 × 1000) litre
= 7000 litre
= (7000 × 0.264) gallons
= 1848 gallons per month
Now 1 month is
= ( 1 × 30 × 24 × 60 ) minutes.
=43200 minutes
So in 43200 minutes 1848 gallons of water flows through that pipe
∴ In a unit minute or per minute it the rate of flow will be
= 1848/43200 gallons per minute
= 0.043 gallons per minute.
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PLZ PLZ PLZ HELP ME PLSSSSS
Answers
Answer:
x = 70
Step-by-step explanation:
Answer:
Step-by-step explanation:
b/c we know that the inside angles of a triangle add to 180
180 = 38 + x + x + 2
180 = 40 + 2x
140 = 2x
70 = x
Draw a graph of y=4x-1 on the grid
Answers
Step-by-step explanation:
......................
Answer:
(0,-1) and (1,3) are the coordinates you draw he line through
Step-by-step explanation:
plot a point at -1 on the y axis and then turn the 4 into an improper fraction like 4/1 then you take the 4 on top of the fraction go up 4 units and over to the right 1 and those are your two points just draw a line in between 'em
What is the value of the expression
Answers
Answer:
\(( {4}^{ \frac{1}{2} } \times \frac{2}{ \sqrt[4]{16} } ) - (10 \div 2)\)
=
\(( { {2}^{2} }^{ (\frac{1}{2}) } \times \frac{2}{ {16}^{ \frac{1}{4} } } ) - 5\)
\((2 \: \times \: \frac{2}{ ({2}^{4}) ^{ \frac{1}{4} } }) - 5\)
\((2 \: \times \: \frac{2}{2} ) - 5\)
= (2×1) -5
= 2 - 5
= -3
the smith family is on a 256 mile road trip. they plan to do the trip in 4 days.how far would they need to drive each day?
Answers
Answer: 64
Step-by-step explanation: Assuming this family makes no stops, all you would need to do is divide 4 into 256, which gives you 64.
Answer:
64
Step-by-step explanation:
Question 3 Part A (4 points): Use the draw it tools to complete the question below. Be sure to show all work that supports your answer to receive full credit. IS THE BLUE CORRECT?
Answers
The area of Mrs. Leger's garden is equal to 6x² + 41x + 70 square inches.
How to calculate the area of a rectangle?In Mathematics and Geometry, the area of a rectangle can be calculated by using the following mathematical equation:
A = LW
Where:
A represent the area of a rectangle.W represent the width of a rectangle.L represent the length of a rectangle.Based on the information provided about this rectangular garden, we have the following:
Area of Mrs. Leger's garden = (2x + 7)(3x + 10)
Area of Mrs. Leger's garden = 6x² + 20x + 21x + 70
Area of Mrs. Leger's garden = 6x² + 41x + 70 square inches.
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his is the table of values for y = 3x - 1
Can someone help me complete it, please.
Answers
Answer:
1st blank :
-4
star :
5
it's correct answers
Answer:
For the first column, the y= -4
For the last column, y= 5
Step-by-step explanation:
For the first column explanation:
y=3x-1 (plug in values) ---> 3(-1)-1=-3-1=-4 Check!-4=3(-1)-1 -4 = -4 ✅For the last column explanation:
y=3x-1 (plug in values) ---> 3(2)-1=6-1=5Check!5=3(2)-15=5 ✅I hope this helps!
Complete the formula to find the area of the triangle.
3 cm
4 cm
5 cm
Area = x base x height
= 1/2 (²) ue
Answers
Answer:
1/2(4)(3)Step-by-step explanation:
assuming = 1/2 (²) ue it means nothing, just put the base and height in the brackets
=1/2(4)(3)
solution:
1/2 × 4 × 3 =
2 × 3 = 6 cm²
What is the result of this subtraction?
6.3−(4.9−7.8)=
the answer chocies are ;
A
–3.4
B
–6.4
C
3.4
D
9.2
Answers
James and Kian both took an online IQ exam independently. The probability that James will pass the test is 0.8 and Kian is 0.7 respectively.Find the probabilities that neither one of them will pass the test.
Answers
Answer:
they both will fail because, it says that james has a 0.1 more chance of passing the test compared to Kian but it no where states the amount to pass the test nor that they both will pass
Help I don't understand.
Answers
The graph of the function showing the asypmtote is attached
Graphing the functionFrom the question, we have the following parameters that can be used in our computation:
f(x) = (1/4)^x - 5
Set the radical to 0
So, we have
f(x) = 0
This represents the asypmtote
The graph has no integer solution because the base is a fraction
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What is the area of the given compound shape?
a) 69.8cm^2
b) 39.8cm^2
c) 49.6cm^2
Answers
Answer:
39.8 cm^2
Step-by-step explanation:
area of triangle
base = 5 cm
height = 12 cm
are of triangle = base *height / 2
=5*12/2
=60/2
30 cm^2
area of semi circle
diamtere = 5
radius = diameter/2
=5/2
=2.5
area of semi circle = πr^2/2
=3.14*2.5^2/2
=19.625/2
=9.8125 cm^2
are of the figure = are of triangle + area of semicircle
=30 + 9.8125 cm^2
=39.8125 cm^2
=39.8 cm^2 (after converting to the nearest tenth)
electricity has two different rates off peak is 10pm to 6am and charged at 8p per hour. peak is 6am to 10pm and is charged at 12p per hour. alison turns uses electricity from 8pm to 11:30 pm. what is the dost of her electricity for that period
Answers
Answer:
32p
Step-by-step explanation:
Times between 8pm and 11.30 are:
8pm,9pm,10pm,11pm,11.30pm
Costs for associated times:
8pm: 12p
9pm: 12p
10pm : 12p
11pm: 8p
11.30 pm: 4p
Total/sum = 32p
Answer:
32P
Step-by-step explanation:
HURRY WILL GIVE BRAINIEST!!!!!
Simplifies each expression.
A.) 8^-2
B.)1/3^-3
C.)6^12*6^8*6^0
Answers
Answers:
a) \(\frac{1}{64}\)
b) 27
c) \(6^{20}\)
Which of the following is a property of inferential statistics but not of descriptive statistics? Select all that apply.the collection of datathe number of variables studiedthe use of a graph to visualize the datathe use of a statistical test to determine the likelihood of a relationship between two or more characteristics of the group under studythe purpose of the study is often to find a possible cause-and-effect relationship
Answers
The correct options are: The use of a statistical test to determine the likelihood of a relationship between two or more characteristics of the group under study. The purpose of the study is often to find a possible cause-and-effect relationship.
The properties of inferential statistics that are not typically associated with descriptive statistics are:
The use of a statistical test to determine the likelihood of a relationship between two or more characteristics of the group under study: Inferential statistics involves making inferences or drawing conclusions about a population based on a sample. Statistical tests are used to analyze the sample data and determine the likelihood of certain relationships or patterns occurring in the larger population. Descriptive statistics, on the other hand, focuses on summarizing and describing the observed data without making any generalizations to the larger population.
The purpose of the study is often to find a possible cause-and-effect relationship: Inferential statistics is commonly used in research studies that aim to establish causal relationships between variables. The statistical analysis helps researchers assess the significance of the relationship between variables and determine if there is evidence to support a cause-and-effect relationship. Descriptive statistics, on the other hand, primarily focuses on summarizing and describing data without making causal claims.
To summarize, inferential statistics involves using statistical tests to draw conclusions about a population and to determine the likelihood of relationships between variables. It is often used to investigate cause-and-effect relationships in research studies. Descriptive statistics, in contrast, is concerned with summarizing and describing data without making inferences to the larger population or establishing causal relationships.
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