you roll a six sided dice 60 times the number for which the experimental probability of rolling the number is the same as the theoretical probability is
Answer:
The answer is "12 times, a die was rolled. Identify the complete possibilities to roll exactly 6".
Step-by-step explanation:
Using formula:
[tex]P(X=K)=\binom{N}{K} P^{K} a^{N-K}[/tex]
So the value is [tex]P(X=6)[/tex]
AJ needs $800. So far, he has saved $290. If his job pays him $12 per hour, write and solve an inequality that can be used to determine the minimum number of hours that he needs to work in order to have enough money for the computer.
Answer:
The minimum number of hours is 43.
Step-by-step explanation:
Total money required = $ 800
Saved money = $ 290
Per hour income = $ 12
Let the number of hours be n.
According to the question
[tex]290 + 12n \geqslant 800\\\\12 n \geqslant 510\\\\n\geqslant 42.5[/tex]
So, the minimum number of hours is 43.
Answer:
800 - 290 = 510. 510 = 12h
Step-by-step explanation:
$800 is the amount he is trying to save.
$290 is the amount he has so far.
$800 - $290 = $510.
$510 is the amount more he needs to earn.
12h.
12 represents the amount he is paid every 1 hour
H represents the hours he works.
Find m
p (8x+2)
q (10x-19)
r (16x-7)
Answer:
you have to add all the angles of a triangle so the value of m is 6
The equation of a line is y= 4x - 1 and the point (3, p) lies on this line. Determine the value of P
Answer: 11
Step-by-step explanation:
Given
The equation of the line [tex]y=4x-1[/tex] passes through the point [tex](3,p)[/tex]
So, point must satisfies the line i.e.
[tex]\Rightarrow p=4(3)-1\\\Rightarrow p=12-1\\\Rightarrow p=11[/tex]
Therefore, the value of p is 11.
4. Explain what an imaginary number is and its relationship to complex numbers. Then give
an example of where complex numbers occur naturally in mathematics.
Answer:
564643
Step-by-step explanation:
Answer:
In the real number system, there is no solution to the equation x^2=-1x
2
=−1x, squared, equals, minus, 1. In this lesson, we will study a new number system in which the equation does have a solution.
The backbone of this new number system is the number iii, also known as the imaginary unit.
i^2=-1i
2
=−1i, squared, equals, minus, 1
\sqrt{-1}=i
−1
=isquare root of, minus, 1, end square root, equals, i
By taking multiples of this imaginary unit, we can create infinitely many more new numbers, like 3i3i3, i, i\sqrt{5}i
5
i, square root of, 5, end square root, and -12i−12iminus, 12, i. These are examples of imaginary numbers.
However, we can go even further than that and add real numbers and imaginary numbers, for example 2+7i2+7i2, plus, 7, i and 3-\sqrt{2}i3−
2
i3, minus, square root of, 2, end square root, i. These combinations are called complex numbers.
Defining complex numbers
A complex number is any number that can be written as \greenD{a}+\blueD{b}ia+bistart color #1fab54, a, end color #1fab54, plus, start color #11accd, b, end color #11accd, i, where iii is the imaginary unit and \greenD{a}astart color #1fab54, a, end color #1fab54 and \blueD{b}bstart color #11accd, b, end color #11accd are real numbers.
\begin{array}{ccc} \Large\greenD a&\Large+&\Large \blueD bi \\ \uparrow&&\uparrow\phantom{i} \\ \text{Real}&&\text{Imaginary} \\ \text{part}&&\text{part} \end{array}
a
↑
Real
part
+
bi
↑i
Imaginary
part
\greenD aastart color #1fab54, a, end color #1fab54 is called the \greenD{\text{real}}realstart color #1fab54, start text, r, e, a, l, end text, end color #1fab54 part of the number, and \blueD bbstart color #11accd, b, end color #11accd is called the \blueD{\text{imaginary}}imaginarystart color #11accd, start text, i, m, a, g, i, n, a, r, y, end text, end color #11accd part of the number.
The table below shows examples of complex numbers, with the real and imaginary parts identified. Some people find it easier to identify the real and imaginary parts if the number is written in standard form.
Complex Number Standard Form \greenD a+\blueD b ia+bistart color #1fab54, a, end color #1fab54, plus, start color #11accd, b, end color #11accd, i Description of parts
7i-27i−27, i, minus, 2 \greenD {-2}+\blueD 7i−2+7istart color #1fab54, minus, 2, end color #1fab54, plus, start color #11accd, 7, end color #11accd, i The real part is \greenD{-2}−2start color #1fab54, minus, 2, end color #1fab54 and the imaginary part is \blueD 77start color #11accd, 7, end color #11accd.
4-3i4−3i4, minus, 3, i \greenD 4 + (\blueD{-3})i4+(−3)istart color #1fab54, 4, end color #1fab54, plus, left parenthesis, start color #11accd, minus, 3, end color #11accd, right parenthesis, i The real part is \greenD{4}4start color #1fab54, 4, end color #1fab54 and the imaginary part is \blueD{-3}−3start color #11accd, minus, 3, end color #11accd
9i9i9, i \greenD 0+\blueD9i0+9istart color #1fab54, 0, end color #1fab54, plus, start color #11accd, 9, end color #11accd, i The real part is \greenD{0}0start color #1fab54, 0, end color #1fab54 and the imaginary part is \blueD 99start color #11accd, 9, end color #11accd
-2−2minus, 2 \greenD {-2}+\blueD0i−2+0istart color #1fab54, minus, 2, end color #1fab54, plus, start color #11accd, 0, end color #11accd, i The real part is \greenD{-2}−2start color #1fab54, minus, 2, end color #1fab54 and the imaginary part is \blueD 00start color #11accd, 0, end color #11accd
Step-by-step explanation:
plz brian list and allways happy to help.
PLS HELP 6TH GRADE PLEASE
Answer:
6 x 5 x 1/2(divide by 2) = 15, 15 x 2(two triangles) = 30
27 x 6 = 162 (area of base)
27(width) x 6(height) x 2(two rectangles on both slanted sides) = 324
Add given areas:
30 + 162 + 324 = 516 ft2 is your answer.
Please do this for me I’m having a very hard time and failing math because of this!
Answer:
Which answer do you need
Step-by-step explanation:
Hoy vamos de excursión con la escuela y nos ha tocado hacer los bocadillos para toda la clase. Si para hacer los bocadillos para mis 4 hermanos gastamos 2 barras de pan, ¿cuántas barras de pan necesitaremos para hacer los bocadillos de los 24 alumnos que hay en clase?Regla de tres
Answer:
12barras
Step-by-step explanation:
Hoy vamos a hacer una excursión con la escuela y tuvimos que hacer sándwiches para toda la clase. Si gastamos 2 hogazas de pan para hacer sándwiches para mis 4 hermanos, ¿cuántas hogazas de pan necesitaremos para hacer sándwiches para los 24 estudiantes de la clase?
De la pregunta anterior:
4 personas = 2 barras de pan
24 personas = x
Multiplicar cruzada
4 × x = 24 × 2 barras de pan
x = 24 × 2 barras de pan / 4
x = 12 barras de pan
How can I calculate the maximum height of the ball? h=-16t^2+vt+h v is the initial velocity and I got 4.3cm h is the initial height and I got 14cm Range of the ball is 1.954m and the time in air is 2.1 When I solve the maximum height of the ball, it need to be ft/s.
Step-by-step explanation:
The path followed by the ball as a function of time is given by :
[tex]h=-16t^2+vt+h[/tex]
Where
v is initial velocity and h is initial height,
v = 4.3 cm/s = 0.043 m/s and h = 14 cm = 0.14 m
The equation becomes,
[tex]h=-16t^2+0.043t+0.14[/tex] ....(1)
It is a quadratic equation,
t = 0.095 s
Put the value of t in equation (1).
[tex]h=-16(0.095)^2+0.043(0.095)+0.14\\\\h=-0.000315\ m[/tex]
or
h = -0.00103 ft (negative sign shows height is in negative direction)
Which line has a slope of -2 and y-intercept of 3
Answer:
A
Step-by-step explanation:
The line has to go down when x move to the right due to the negative slope. So B and C cannot be right.
The line has to pass through (0,3), that's the y-intercept, so A and D can still both be right.
For every step to the right, the line has to move 2 down (slope -2). Only A does that. D moves 0.5 down for every step to the right.
Witch product is less then 5/8
7/10x5/8
4/3x5/8
9/7x5/8
3/2x5/8
Thank you
Answer:
Answer is 7/10 × 5/8
Step-by-step explanation:
only answer which is under 5/8ths being 7/16 :)
Answer:
7/10x5/8
Step-by-step explanation:
7/10x5/2=7/16
4/3x5/8=5/6
9/7x5/8=45/56
3/2x5/8=15/16
What is the surface area of the cylinder shown? Use 3.14 for pie. 4cm for the Radius, and 9cm for the height.
Answer:
326.73cm²
Step-by-step explanation:
=
2
π
r
h
2
π
r
2
=
2
π
4
9
2
π
4
2
≈
326.72564cm²
I really need some help please
Answer:
y - 1 = 3/2(x - 4)
Step-by-step explanation:
plug in the given(known) x and y coordinates into the point-slope form:
=> y - 1 = 3/2(x - 4)
HELP! THIS IS DUE TODAY, and i will mark brainlest!
Answer:
c
Step-by-step explanation:
An input can only have one output.
I NEED THIS ASAP
Solve for X
Answer:
x^2 = 10
x = square root symbol with 10 underneath
Or x = 3.16227 (round to appropriate place)
—————
x^3 = 316
x = cubed root symbol with 316 underneath
or x = 6.81128 (round to appropriate place)
I answered them two different ways, because sometimes your teacher wants you to leave it under the square root or cube root symbol, when it can’t be solved to an exact integer.
Pls solve I will mark brainliest
Answer:
292.5
Step-by-step explanation:
1/2*13(20cm+25cm)
Sue is two years older then Lily who is twice as old as Heather. if the total ages of all the girls is 27, how old is each girl?
Answer:
sue = 12
lily = 10
heather = 5
Step-by-step explanation:
'l' = lily's age
'h' = heather's age
sue = 'l + 2' but, since 'l' is 2h we can say sue's age is '2h+2'
l = 2h
2h+2 + 2h + h = 27
5h = 25
h = 5
l = 2(5) = 10
sue is 10+ 2, or 12
Help!, I need the answer in 30 minutes! For which values of the parameter p equation x ^ 2-px + 3 = 0 has a root in the range [0; 1], and another that does not belong to this range?
Answer:
p = 4
Step-by-step explanation:
Given the expression x ^ 2-px + 3 = 0
If x = 0 is a solution
Substitute into the expression
0² - 0p + 3 = 0
-0p = -3
p = 3/0
p cannot be determined for this root
If x = 1
1² - 1p + 3 =0
1 - p + 3 = 0
-p+4 = 0
-p = -4
p = 4
Hence the va;ue of p is 4
26. What is the approximate length of RS 7
18 in
S
21 in
R
A. 9.5 in
B. 10.8 In
C 12.1 In
D. 12.8 In
you dont need to show work
Answer:
Q1. A. 209.8
Q2. B. 313.6
Q3. 448.22 (not in ur options)
Step-by-step explanation:
Estimate a 15% tip on a dinner bill of $61.75 by first rounding the bill amount to the nearest ten dollars. What’s the estimated tip?
Answer:
Tip = $9
Step-by-step explanation:
Bill amount to nearest ten dollars = $60
[tex]tip = 15\% of 60 = \frac{15}{100} \times 60 = 9[/tex]
Which expressions is equivalent to 6h + 5(x + h)?
Answer:
11h +5x
Step-by-step explanation:
6h + 5(x + h)
Distribute
6h + 5x+ 5h
Combine like terms
11h +5x
An architect makes a model of a new house. The model shows a tile patio in the backyard. In the model, each tile has length 1/4 in. and width 1/6 in. The actual tiles have length 1/6 ft and width 1/9 ft.
What is the ratio of the length of a tile in the model to the length of an actual tile? What is the ratio of the area of a tile in the model to the area of an actual tile
Answer:
The answer is below
Step-by-step explanation:
The model is a tile with length 1/4 in. and width 1/6 in while the actual tile has length 1/6 ft. and width 1/9 ft.
Firstly we have to convert the model length and width from inches to feet.
1 feet = 12 inches
model length = 1/4 in. = 1/4 in * (1/12) ft./in = 1/48 ft.
model width = 1/6 in. = 1/6 in * (1/12) ft./in = 1/72 ft.
Therefore:
Ratio of model length to actual length of tile = (1/48 ft.) / (1/6 ft.) = 1 / 8
Ratio of model length to actual length of tile = (1/72 ft.) / (1/9 ft.) = 1 / 8
Area of model tile = length * width = 1/48 ft. * 1/72 ft. = 1/3456 ft²
Area of actual tile = length * width = 1/6 ft. * 1/9 ft. = 1/54 ft²
Ratio of model area to actual area of tile = (1/3456 ft²) / (1/54 ft²) = 1 / 64
What is the measure of the reference angle for a 112 degrees angle?
Answer:
68
Step-by-step explanation:
A P E X
Help plz
6(2x - 11) + 15 = 3x + 12
Answer:
x = 7
Step-by-step explanation:
Lets do the brackets first,
6 × 2x = 12
6 × -11 = -66
------
Calculate the x constant:
12x - 3x = 9x
-------
Then the ones with no x:
-66 + 15 = -51
51 + 12 = 63
-------
Lastly, divide
63 ÷ 9 = 7
-------
Have a good day :)
Imani is a scientist working with a cylindrical beaker. The base of the right cylinder has a diameter of 19 cm. She fills the
beaker with 2256.254 Cms of an acid. Approximately how high did the acid fill up the beaker?
Answer:
7.96 cm
Step-by-step explanation:
radius of bottom: 19/2 = 9.5
area of bottom = pi * r^2 = 283.53
height * base area = volume
PLEASE HELP!!
What is x? Show your work.
Answer:
Girl i dont know im so sorry
Step-by-step explanation:
good luck on ur assignment tho xoxo
Find the volume of a pyramid with a square base, where the area of the base is 19 cm^2 and the height of the pyramid is 23.8 cm. Round your answer to the nearest tenth of a cubic centimeter.
Answer:
150.7
Step-by-step explanation:
Formula to the find volume of a pyramid:
V=1/3 (B)(h)
V=1/3 (19) (23.8)
Problem Lines AAA, BBB, and CCC show proportional relationships. Which line has a constant of proportionality between yyy and xxx of 333? Choose 1 answer:
Answer:
The answer is below
Step-by-step explanation:
The correct question is attached.
Two quantities are said to be proportional if as one quantity increases, the other quantity increases. Also, as one quantity decreases, the other quantity decreases.
Given the lines A, B and C. The constant of proportionality can be gotten by getting the equation of the line.
Line A passes through (0,0) and (1, 5). The equation of line A is given by:
[tex]y-y_1=\frac{y_2-y_1}{x_2-x_1} (x-x_1)\\\\y-0=\frac{5-0}{1-0}(x-0)\\\\y=5x[/tex]
The constant of proportionality between y and x is 5.
Line B passes through (0,0) and (3, 5). The equation of line A is given by:
[tex]y-y_1=\frac{y_2-y_1}{x_2-x_1} (x-x_1)\\\\y-0=\frac{5-0}{3-0}(x-0)\\\\y=\frac{5}{3} x[/tex]
The constant of proportionality between y and x is 5/3.
Line C passes through (0,0) and (3, 2). The equation of line A is given by:
[tex]y-y_1=\frac{y_2-y_1}{x_2-x_1} (x-x_1)\\\\y-0=\frac{2-0}{3-0}(x-0)\\\\y=\frac{2}{3} x[/tex]
The constant of proportionality between y and x is 2/3.
Answer:
line c
Step-by-step explanation:
A line is perpendicular to x + 3y - 4 = 0 and has the same y-intercept as 2x + 5y - 20 = 0. Find the equation for the line.
This is equivalent to y = 3x+4 (slope intercept form)
By "standard form", I mean the form Ax+By+C = 0.
====================================================
Explanation:
Let's solve the first equation for y
x+3y-4 = 0
x+3y = 4
3y = 4-x
3y = -x+4
y = (-x+4)/3
y = (-x/3) + (4/3)
y = (-1/3)x + (4/3)
The equation is now in y = mx+b form, aka slope intercept form, with m = -1/3 as the slope and b = 4/3 as the y intercept. We'll focus on the slope.
Apply the negative reciprocal to this so that we go from -1/3 to +3/1 or simply 3. Flip the fraction and the sign. Note how -1/3 and 3 multiply to -1. Perpendicular slopes always multiply to -1, assuming neither line is vertical.
So this mystery perpendicular line we're after has a slope of 3.
It has the same y intercept as 2x+5y-20 = 0. Plug in x = 0 and solve for to determine the y intercept.
2x+5y-20 = 0
2(0)+5y-20 = 0
5y-20 = 0
5y = 20
y = 50/5
y = 4
The y intercept of 2x+5y-20 = 0 is y = 4, so it's also the y intercept of our final answer. Let b = 4.
-------------------------------------
We found that:
m = 3 is the slope of the perpendicular lineb = 4 is the y intercept of the perpendicular lineSo we know that,
y = mx+b
y = 3x+4
is the slope intercept form of the answer. Since your teacher gave you the equations in standard form (one version of it anyway), let's convert y = 3x+4 to that form as well
y = 3x+4
y-3x = 4
-3x+y = 4 .... one way to express standard form
-3x+y-4 = 0 .... another standard form
Some math textbooks use Ax+By = C as standard form, while others use Ax+By+C = 0. Unfortunately, it's a bit confusing because the same phrasing is used.