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cecil solved a theoretical prediction problem and got this answer: "the spinner will land on the red

section 5.5 times." is it possible to have a prediction that is not a whole number? if so, give an example.

step-by-

(select) but only (select)

because in reality, nothing can occur 0.5 times.

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the fractional probability that a flipped coin lands heads up is

so, in theory, in 35 flips, you

can expect heads about

(as a fraction or

(as a decimal) times. a realistic prediction

is

times.

The difference in length between the longest meteor and the shortest meteor is five and five eighths inches.

To calculate the difference, we subtract the length of the shortest meteor from the length of the longest meteor.

Longest meteor - Shortest meteor = Difference in length

In this case, the longest meteor is given as five and one eighth inches, and the shortest meteor is given as one and five eighths inches.

Converting the fractions to a common denominator, we have:

Longest meteor = 5 1/8 inches = 41/8 inches

Shortest meteor = 1 5/8 inches = 13/8 inches

Now we can subtract:

Difference in length = Longest meteor - Shortest meteor

                   = 41/8 - 13/8

                   = 28/8

                   = 3 1/2 inches

                   = 3.5 inches

Therefore, the difference in length between the longest meteor and the shortest meteor is five and five eighths inches.

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The x-intercepts of an equation are simply the zeros of the equation

The equation \(\mathbf{y = bx(x - a)(x -a)(x + b)(x - b)}\) has 4 distinct x-intercepts

The equation is given as:

\(\mathbf{y = bx(x - a)(x -a)(x + b)(x - b)}\)

Set the equation to 0; i.e. calculate the zeros

\(\mathbf{bx(x - a)(x -a)(x + b)(x - b) = 0}\)

Divide both sides by constant b

\(\mathbf{x(x - a)(x -a)(x + b)(x - b) = 0}\)

Split the above equation, as follows

\(\mathbf{x= 0\ or\ x - a = 0\ or\ x -a = 0\ or\ x + b = 0\ or\ x - b = 0}\)

Solve for x in each of the equation

\(\mathbf{x= 0\ or\ x = a\ or\ x = a\ or\ x= -b\ or\ x = b}\)

Remove repeated solutions

\(\mathbf{x= 0\ or\ x = a\ or\ x= -b\ or\ x = b}\)

The count of solutions above is 4

Hence, the equation has 4 distinct x-intercepts

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Answer:

Decimal: 0.24

Fraction: 6/25

Answer:

a = 33cm

b = 33cm

c = 11cm

Step-by-step explanation:

Let us say that the sides of the triangle are a, b and c

The perimeter of a triangle can be calculated by adding all three sides of the triangle.

Perimeter = a + b + c

Let side c be the shortest side of the triangle.

From the statement "Each of the two longer sides of the triangle is three times as long as the shortest side" we can have that

a = 3c and b = 3c

We can input these values into the perimeter of the triangle

Perimeter = 3c + 3c + c = 77

Perimeter = 7c = 77

c = 11

The shortest side, c is = 11 cm

side a is 3 X 11 = 33cm

side b = 3 X 11 = 33 cm

Answer:

0.

Step-by-step explanation:

Fair dice are dice that have 6 sides, and the probability of rolling a side is the same as rolling another.

Since each die has 6 sides, the most you can get from the two dice are 6 + 6 = 12. Therefore, getting a 13 is impossible. So, there is a probability of 0.

Hope this helps!

To find the intersection of sets A and B, we look for the elements that are common between the two sets. To find the union of sets A and B, we combine all the elements in both sets. To find the intersection of sets A and C, we again look for the elements that are common to both sets.

To find the required set operations, let's go through each step:

a) A ∩ B (intersection of A and B)

  A = {1, 2, 4, 6, 8}

  B = {2, 3, 5, 8}

  The elements common to both sets A and B are {2, 8}.

  Therefore, A ∩ B = {2, 8}.

b) A ∪ B (union of A and B)

  A = {1, 2, 4, 6, 8}

  B = {2, 3, 5, 8}

  The union of sets A and B includes all the elements from both sets without duplication.

  Therefore, A ∪ B = {1, 2, 3, 4, 5, 6, 8}.

c) A ∩ C (intersection of A and C)

  A = {1, 2, 4, 6, 8}

  C = {3, 6, 9}

  The elements common to both sets A and C are {6}.

  Therefore, A ∩ C = {6}.

d) A ∪ C (union of A and C)

  A = {1, 2, 4, 6, 8}

  C = {3, 6, 9}

  The union of sets A and C includes all the elements from both sets without duplication.

  Therefore, A ∪ C = {1, 2, 3, 4, 6, 8, 9}.

e) AC (complement of A)

  U = {1, 2, …, 10}

  A = {1, 2, 4, 6, 8}

The complement of set A with respect to the universal set U contains all the elements in U that are not in A.

  Therefore, AC = {3, 5, 7, 9, 10}.

f) BC (complement of B)

  U = {1, 2, …, 10}

  B = {2, 3, 5, 8}

  The complement of set B with respect to the universal set U contains all the elements in U that are not in B.

  Therefore, BC = {1, 4, 6, 7, 9, 10}.

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Answer:

huh???

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

4x²= 32

x²= 32 ÷4 (÷4 on both sides)

x²= 8

x= ±√8 (square root bith sides)

☆ A '±' symbol has to be added whenever we introduce a square root as the square of any number, positive or negative, would result in a positive number.

The converse of the statement "If a figure is a square, its diagonals divide it into isosceles triangles" would be:

"If a figure's diagonals divide it into isosceles triangles, then the figure is a square."

The converse statement is not necessarily true. While it is true that in a square, the diagonals divide it into isosceles triangles, the converse does not hold. There are other shapes, such as rectangles and rhombuses, whose diagonals also divide them into isosceles triangles, but they are not squares. Therefore, the converse of the statement is not always true.

Therefore, the converse of the given statement is not true. The existence of diagonals dividing a figure into isosceles triangles does not guarantee that the figure is a square. It is possible for other shapes to exhibit this property as well.

In conclusion, the converse statement does not hold for all figures. It is important to note that the converse of a true statement is not always true, and separate analysis is required to determine the validity of the converse in specific cases.

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In the analysis of variance procedure (ANOVA), "factor" refers to the independent variable(b).

In the analysis of variance procedure (ANOVA), "factor" refers to the independent variable. ANOVA is used to determine if there is a significant difference between the means of two or more groups, and the factor is the variable being studied that is believed to have an effect on the outcome. Variance is a measure of the variability or spread of the data, and ANOVA compares the variance between groups to the variance within groups to determine if there is a significant difference. The different levels of a treatment are also referred to as levels of the factor.

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Answer:

Letter F.

Step-by-step explanation:

$1.50(40) + $20 = $80.

Answer:

teeheee

Step-by-step explanation:

Answer:

t e e h e e

Step-by-step explanation:

Answer:

As Per Provided Information

Radius of sector 5 units

Area of sector 18.751 square units

we have been asked to determine the measure of the central angle .

Using Formulae

\(\underline{ \boxed{\bf\pink{Area_{(Sector)} \: = \cfrac{ \theta \times \pi {r}^{2} }{360 {}^{ \circ}}}}}\)

Substituting the given value and let's solve it

\( \longrightarrow \sf \: 18.751 = \cfrac{ \theta \times 3.14 \times {5}^{2} }{360} \\ \\ \ \\ \longrightarrow \sf \: 18.751 \times 360 = { \theta \times 3.14 \times 25} \\ \\ \\ \longrightarrow \sf \: 6750.36 \: = \theta \: \times 78.5 \\ \\ \\ \longrightarrow \sf \theta \: = \: \cfrac{6750.36}{78.5} \\ \\ \\ \longrightarrow \sf \theta \: = \cancel\cfrac{6750.36}{78.5} \\ \\ \\ \longrightarrow \sf \theta \: = 85.99 {}^{ \circ} \\ \\ \\ \longrightarrow \sf \theta \: = \: \approx \: 86 {}^{ \circ} \)

Therefore,

The distance traveled over 9 hours at a speed of 840 km/h is 7,560 km.

Speed can be thought of as the rate at which an object covers distance.

A fast-moving object has a high speed and covers a relatively large distance in a given amount of time, while a slow

moving object covers a relatively small amount of distance in the same amount of time.

To calculate the distance traveled over 9 hours at a speed of 840 km/h, follow these steps:

1. Identify the time and speed given in the student question: 9 hours and 840 km/h.

2. Use the formula for distance:

distance = speed × time.

3. Plug in the values:

distance = 840 km/h × 9 hours.

4. Calculate the distance:

distance = 7,560 km.

So, the distance traveled over 9 hours at a speed of 840 km/h is 7,560 km.

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The average speed should be almost 69 - 70 km/h.

To calculate average speed, divide the total distance traveled by the passing time. For instance, if a person is moving at a speed of one mile per minute, or 40 miles per hour, they would be traveling 20 miles north and then 20 miles south (60 mph).

The mean value of a body's speed over a period of time is its average speed. Since a moving body's speed is not constant over time and fluctuates, the average speed formula is required.

Time = distance / speed

Speed = Distance / Time

Speed = 600/8.66

Speed = 69.28 km/h

So the average speed should be almost 69 - 70 km/h

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The answer is x= 2/3

:) <3

Answer:

Whenever a function is parallel to something, that means they both have the same slope. If -1 is the slope of the function that is parallel, then that means both of them have a slope of -1.

Therefor,

Plug in -1 into y=mx+b --> y= -x + b

Now plug in our point (-1,4) to find b:

4 = -(-1) + b

4 = 1 + b

3 = b

This means the answer is:

y= -x + 3

Answer:

1/2

Step-by-step explanation:

do trust me on this one if you dare go head

Answer: 1/2

Step-by-step explanation:

Do the rise over run strategy, go up 1 and then right 2

Answer:

Step-by-step explanation:

Abc

The required coordinate of the fourth vertex is (c, c).

Coordinate, is represented as the values on the x-axis and y-axis of the graph. while the coordinate x is called abscissa and the coordinate of the y is called ordinate.

here,
A rectangle has vertices (a,b), (c,b), and (a,c)
let the vertex of the first coordinate be [x, y],
Now,
for side a Corrdiante A (a, b) and B (c , b)
Now, coordinate the opposite side C(a, c) and D(x , y)

The coordinates of D must be equal to x coordinate of B and y ordinate of C so,
D(x, y) = D(c, c)

Thus, the required coordinate of the fourth vertex is (c, c).

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Answer:

To show that two fractions are reciprocals, you can multiply them together and check if the product is equal to 1. That is, if we have two fractions a/b and b/a, their product is:

(a/b) * (b/a) = ab / ba = 1

Therefore, if the product of two fractions is equal to 1, they are reciprocals of each other.

For example, let's say we have the fractions 2/5 and 5/2. We can multiply them together to check if they are reciprocals:

(2/5) * (5/2) = 1

Since the product is equal to 1, we can conclude that 2/5 and 5/2 are reciprocals of each other.

Answer:

\({1.8 \times 10}^{10} \: opton \: b. \: is \: correct\)

Step-by-step explanation:

\( {1.5 \times 10}^{6} \times 12000 = \\ {1.5 \times 10}^{6} \times {1.2\times 10}^{4} = \\ {1.8 \times 10}^{10}\)

Answer: B

Step-by-step explanation:

Keep writing the equation until you get to lowest terms.

\(15\) × \(10^{6}\) × \(12,000\) =

\(15\) × \(10^{2}\) × \(1.2\) × \(10^{4}\) =

\(1.8\) × \(10^{10}\)

The answer is option B.

Answer:

20, 250

Step-by-step explanation:

3:3:2

u will first need to find the addition of all the ratio and divide each ratio by the sum

3+3+2=8

the u will; 3/8×54000=20,250

3/8×54000=20,250

2/8×54000=13500

Answer:

the true statement is D. sin A = cos C

it's because,

statements A and B do not match and as for statement C, angle B is not included in trigonometric ratios

In the given scenario, where there is one infinitely long track and overtaking is impossible, the initial situation consists of three equally spaced trains, each moving at a different speed. The trains have the capability to link up when one catches up to the other, resulting in a single train moving at the speed of the slower train.

As the trains move, they will eventually reach a configuration where the fastest train catches up to the middle train. At this point, the fastest train will link up with the middle train, forming a single train moving at the speed of the middle train. The remaining train, which was initially the slowest, continues to move independently at its original speed. Over time, the process continues as the new single train formed by the fastest and middle trains catches up to the remaining train. Once again, they link up, forming a single train moving at the speed of the remaining train. This process repeats until all the trains eventually merge into a single train moving at the speed of the initially slowest train. In summary, on this strange railway line, where trains can only link up and cannot overtake, the initial configuration of three equally spaced trains results in a sequence of mergers where the trains progressively combine to form a single train moving at the speed of the initially slowest train.

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The 99% confidence interval for the true mean length of the manufactured bolt is (2.9177, 3.0823)

Here, we need to construct a 99% confidence interval for population mean (μ) is given by

μ = x + Zα/2 * σ/√n   or    μ = x - Zα/2 * σ/√n

where, μ = population mean

x = sample mean

  = 3 inches

σ = population standard deviation

  = 0.3 inches

Zα/2= z score for a two tailed test at level of significance α = 2.576( for a 99% confidence level)

So, the upper limit would be,

μ = 3 + 1.645 * (0.3/√36)

μ = 3 + 1.646 * (0.3/6)

μ = 3.0823

And the lower limit would be,

μ = 3 - 1.645 * (0.3/√36)

μ = 3 - 1.646 * (0.3/6)

μ = 2.9177

Hence, the 99% confidence interval is (2.9177, 3.0823)

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The slope-intercept method is a way to graph a linear equation in the form of y = mx + b, where m is the slope and b is the y-intercept. This method allows you to find the slope and y-intercept of the line and use that information to graph the line.

An explanation graph is what?

A graph shows how two variables that are typically measured along one of a pair of axes at right angles relate to one another.

To graph a linear equation using the slope-intercept method, you can follow these steps:

Identify the y-intercept by looking for the constant term (b) in the equation. The y-intercept is the point where the line crosses the y-axis, so it will have an x-coordinate of 0.

Plot the y-intercept on the coordinate plane.

Identify the slope of the line by looking for the coefficient of the x-term (m) in the equation. The slope represents the steepness and direction of the line.

Using the slope and the y-intercept, pick a point on the x-axis and use the slope to find the corresponding point on the y-axis.

Plot the point found in step 4.

Plot the two spots and then draw a straight line through them.

Note that this method will work for any linear equation where y = mx + b, and can help you graph a line quickly.

Also note that there is another method to graph a linear equation, it's called the point-slope method which is starting from any point on the line and use the slope to locate the additional line points.

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Answer:

Step-by-step explanation:

When the diver hits the water the height, h(t), becomes zero.  We set h(t) equal to zero and solve the resulting equation for t:

h(t) = -4t^2+ 11t + 3 = 0

The coefficients of this quadratic equation are {-4, 11, 3}, and so the discriminant (needed in the quadratic formula) is -11 - 4(-4)(3) = 47.

                                            -11 ± √37               11 + √37            11 - √37

Therefore the roots are t = --------------, or t = ------------- or t = ---------------

                                                  -8                          8                        8

Both of these results are positive.  Picture the graph as one opening down and intersecting the x-axis in two places.  The diver hits the water (and h becomes zero) at the later time:

       11 + √37

t = ---------------- sec (a little over 2 sec)

              8

Coefficient values weight varies by 25%, which is explained by the link with height.

Coefficient values have always been around -1 and 1, with -1 reflecting perfect negative linear correlation and 1 indicating perfect positive linear correlation.

The correlation coefficient in a correlation study reflects the strength of the linear relationship between two variables.

r represents the correlation coefficient.

Given this, the adult height-weight correlation is -0.50.

r = -0.50

The weight variance is, r² = (-0.50)² = 0.25

As a result, the weight variation is 25%, which is explained by the height relationship.

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