The t-values where p and p' are orthogonal, we need to first find p'(t) by taking the derivative of p(t). p'(t) = (0,-4t,1)
Next, we need to find the dot product of p(t) and p'(t) to determine when they are orthogonal. The dot product is given by:
\(p(t) * p'(t) = 0(4-2t^2) + (-4t)(-2t^2) + 1(t+2)
= 8t^3 + t + 2\)
To find the t-values where p and p' are orthogonal, we set the dot product equal to zero and solve for t:
\(8t^3 + t + 2 = 0\)
Using a calculator or numerical methods, we find the solutions to be approximately
\( -0.394, 0.207, and -1.134.\)
To list the solutions in order from least to greatest, we have: -1.134, -0.394, 0.207.
Now, to find the unit tangent vector-valued function i for the curve, we need to first find the magnitude of p'(t). The magnitude is given by:
\( |p'(t)| = sqrt(0^2 + (-4t)^2 + 1^2)
= sqrt(16t^2 + 1)\)
The unit tangent vector is then given by:
\( i(t) = p'(t) / |p'(t)|
= (-4t/sqrt(16t^2 + 1), 1/sqrt(16t^2 + 1), 0)\)
Since t ≥ 0, we know that the first component of i(t) is always negative or zero. Therefore, we can simplify the expression as:
\( i(t) = (-sqrt(16t^2 + 1)/4t, sqrt(16t^2 + 1)/4t, 0)\)
And that is our unit tangent vector-valued function i for the curve when t ≥ 0.
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What’s this I need help asap
Answer:
see attached photo for the graph
The following chips are placed in a bucket: 4 red, 1 yellow, 5 blue, and 5 green. One chip is randomly selected from the bucket.
What is the probability that the chip is blue?
Answer:Red
Step-by-step explanation:
Answer:
Step-by-step explanation:
5 blue out of 15 chips
HELP ASAP I will mark brainliest
Answer:
slope is zero
Step-by-step explanation:
The line is horizontal and parallel to the x- axis
Since it is parallel to the x- axis its slope is zero
two angles directly across from each other on intersecting lines Is called?
identify the solution of the compound inequality x − 2 > 4 or 5x ≥ 35 and the graph that represents it.
To find the solution of the compound inequality x − 2 > 4 or 5x ≥ 35, we need to solve each inequality separately and then combine their solutions using the OR operator.
Solving x − 2 > 4, we add 2 to both sides to get x > 6.
Solving 5x ≥ 35, we divide both sides by 5 to get x ≥ 7.
The solution of the compound inequality x − 2 > 4 or 5x ≥ 35 is the set of all values of x that satisfy at least one of the inequalities, which is x > 6 or x ≥ 7.
To graph this solution, we draw a number line and mark the points 6 and 7 with open circles (because they are not included in the solution). Then we shade the region to the right of 6 and/or to the right of 7, as shown below:
<---o---o=========>
6 7
The open circles indicate that 6 and 7 are not included in the solution, because x can be any value greater than 6 or any value greater than or equal to 7, but not both at the same time.
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the problem is x > 6 or x ≥ 7. To explain this solution, we need to solve each inequality separately and then combine the results.
First, we solve x − 2 > 4 by adding 2 to both sides to get x > 6.
Next, we solve 5x ≥ 35 by dividing both sides by 5 to get x ≥ 7.
To combine the results, we take the union of the two solutions, which gives us x > 6 or x ≥ 7. This means that any value of x that is greater than 6 or equal to 7 will satisfy the original compound inequality.
The graph that represents this solution is a number line with an open circle at 6 and a closed circle at 7, shading everything to the right of 6 and including 7.
the solution to the compound inequality x − 2 > 4 or 5x ≥ 35 is x > 6 or x ≥ 7, and the graph that represents it is a number line with an open circle at 6 and a closed circle at 7, shading everything to the right of 6 and including 7.
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ow many incongruent primitive roots does 13 have? find a set of this many incongruent primitive roots modulo 13.
There are 4 incongruent primitive roots and 6 has order 12 and it is a primitive root.
There are 12 elements of the group \(U_{13}\) , namely all the positive integers less than 13, as these are relatively prime to 13. Now, if there are primitive roots, there are \(\phi (\phi (n))\) of them. So we must compute \(\phi (12) = \phi (4\times 3) = \phi (4) \phi (3) = 2\times 2 = 4\) . There are 4 incongruent primitive roots.
To find them, take the powers each element in turn:
1, 2, 4, 8, 3, 6, 12, 11, 9, 5, 10, 7, 1 (2 has order 12, it is a primitive root)
Of course, the higher powers of 2 cannot be.
Proceeding this way, we get next get that 6, 7, and 11 are also primitive roots.
For example, the powers of 6 give: 6, 10, 8, 9, 2, 12, 7, 3, 5, 4, 11, 1. We see 6 has order 12 and it is a primitive root. So 2, 6, 7, 11.
Therefore, There are 4 incongruent primitive roots and 6 has order 12 and it is a primitive root.
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Find the value(s) of h for which the vectors are linearly dependent. Justify your answer. [3 -3 9], [9 -12 26], [-2 2 h] The value(s) of h which makes the vectors linearly dependent is(are) [because this will cause to be a variable. (Use a comma to separate answers as needed.)
The value of h that makes the vectors linearly dependent is h = 4.
What is the determinant?
The determinant is a mathematical operation defined for square matrices. It is denoted by the symbol det(A) or |A|, where A represents a square matrix.
To determine the value(s) of h for which the vectors [3, -3, 9], [9, -12, 26], and [-2, 2, h] are linearly dependent, we need to check if there exists a non-trivial solution to the equation:
a[3, -3, 9] + b[9, -12, 26] + c[-2, 2, h] = [0, 0, 0],
where a, b, and c are constants.
Expanding this equation, we get:
[3a + 9b - 2c, -3a - 12b + 2c, 9a + 26b + ch] = [0, 0, 0].
This leads to the following system of equations:
3a + 9b - 2c = 0, (1)
-3a - 12b + 2c = 0, (2)
9a + 26b + ch = 0. (3)
To determine if there exists a non-trivial solution, we can perform row reduction on the augmented matrix of this system.
The augmented matrix is:
[3 9 -2 | 0]
[-3 -12 2 | 0]
[9 26 h | 0]
By applying row reduction operations, we can simplify the matrix:
[R2 + R1 → R2]
[R3 - 3R1 → R3]
[R3 - 3R2 → R3]
[R2/(-3) → R2]
[3 9 -2 | 0]
[1 4 -2 | 0]
[0 0 h-4 | 0]
From the reduced row echelon form, we see that for the vectors to be linearly dependent, the determinant of the coefficient matrix must be zero:
det([3 9 -2]
[1 4 -2]
[0 0 h-4]) = 0.
Expanding this determinant, we get:
3(4(h - 4) - (-2)(0)) - 9(1(h - 4) - (-2)(0)) + (-2)(1(0) - 4(h - 4)) = 0.
Simplifying the equation gives:
12h - 48 + 9h - 36 + 8h - 32 = 0,
29h - 116 = 0,
29h = 116,
h = 116/29,
h = 4.
Therefore, the value of h that makes the vectors linearly dependent is h = 4.
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The image of the point B(8,-3) under the translation T6,0?
Answer:
(14, - 3 )
Step-by-step explanation:
Under the translation < 6, 0 >
Add 6 to the x- coordinate and 0 to the y- coordinate, that is
B(8, - 3 ) → B'(8 + 6, - 3 + 0 ) → B'(14, - 3 )
please help me!
NO BOTS
Answer:
16 < 24 < 25
Step-by-step explanation:
√16 = 4
√25 = 5
diffrentiate between save and save as
Step-by-step explanation:
The main difference between Save and Save As is that Save helps to update the lastly preserved file with the latest content while Save As helps to store a new file or to store an existing file to a new location with the same name or a different name.mark me brainlist if i help
Answer:
difference between save and save as is that save helps to update lastly preserved file with least content while save as to store a new file or to store an existing file to a new location with the same name or different name.
WILL GIVE BRAINLY AND 100PTS DUE IN A COUPLE HOURS BIG PROBLEM BUT PLS HELP MEAN THE WORLD.
Project Option 1—Individually
Sal's Sandwich Shop sells wraps and sandwiches as part of its lunch specials. The profit on every sandwich is $2, and the profit on every wrap is $3. Sal made a profit of $1,470 from lunch specials last month. The equation 2x + 3y = 1,470 represents Sal's profits last month, where x is the number of sandwich lunch specials sold and y is the number of wrap lunch specials sold.
Change the equation to slope-intercept form. Identify the slope and y-intercept of the equation. Be sure to show all your work.
Describe how you would graph this line using the slope-intercept method. Be sure to write using complete sentences.
Write the equation in function notation. Explain what the graph of the function represents. Be sure to use complete sentences.
Graph the function. On the graph, make sure to label the intercepts. You may graph your equation by hand on a piece of paper and scan your work or you may use graphing technology.
Suppose Sal's total profit on lunch specials for the next month is $1,593. The profit amounts are the same: $2 for each sandwich and $3 for each wrap. In a paragraph of at least three complete sentences, explain how the graphs of the functions for the two months are similar and how they are different.
02.03 Key Features of Linear Functions—Option 1 Rubric
Requirements Possible Points Student Points
Student changes equation to slope-intercept form. Student shows all work and identifies the slope and y-intercept of the equation. 4
Student writes a description, which is clear, precise, and correct, of how to graph the line using the slope-intercept method. 4
Student changes equation to function notation. Student explains clearly what the graph of the equation represents. 4
Student graphs the equation and labels the intercepts correctly. 4
Student writes at least three sentences explaining how the graphs of the two equations are the same and how they are different. 4
Note that where the above function is given, the equation in function notation is f(x) = (-2/3)x + 490. This function represents the profit Sal makes from lunch specials based on the number of sandwich and wrap lunch specials sold. See the graph attached.
What is the explanation for the above response?To change the given equation to slope-intercept form, we need to solve for y.
2x + 3y = 1470
3y = -2x + 1470
y = (-2/3)x + 490
Therefore, the slope of the line is -2/3 and the y-intercept is 490.
To graph this line using the slope-intercept method, we can plot the y-intercept first, which is (0, 490). Then, using the slope of -2/3, we can find another point by moving 2 units to the right and 3 units down from the first point. We can continue this pattern to plot additional points and then draw a straight line through them.
The equation in function notation is f(x) = (-2/3)x + 490. This function represents the profit Sal makes from lunch specials based on the number of sandwich and wrap lunch specials sold.
To graph the function, we can plot the intercepts (0, 490) and (735, 0), where 735 is the x-intercept. Then, using the slope of -2/3, we can find other points and draw a straight line through them.
If Sal's total profit on lunch specials for the next month is $1,593, then the equation would be 2x + 3y = 1593. The graphs of the functions for both months would have the same slope of -2/3, indicating that the profit per lunch special sold remains constant.
However, the y-intercept would be different, indicating a different starting profit for the month. The graphs would have different intercepts and intersect the y-axis at different points, reflecting the difference in starting profits.
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The average high temperatures in degrees for a city are listed.
58, 61, 71, 77, 91, 100, 105, 102, 95, 82, 66, 57
If a value of 82° is changed to 94°, which of the following measures changes the most and what is the new value?
IQR 34°
Range 48°
Mean 81.4°
Median 84°
We can see that the measure that changes the most when the value of 82° is changed to 94° is the mean. The new mean temperature is 82.3°
What is Statistics?Statistics is the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data.
Before the change, the measures are:
IQR = 105 - 61 = 44°
Range = 105 - 57 = 48°
Mean = (58 + 61 + 71 + 77 + 91 + 100 + 105 + 102 + 95 + 82 + 66 + 57) / 12 = 81.4°
Median = the middle value, which is 84°
After the change, the list becomes:
58, 61, 71, 77, 91, 100, 105, 102, 95, 94, 66, 57
IQR = 102 - 61 = 41°
Range = 105 - 57 = 48°
Mean = (58 + 61 + 71 + 77 + 91 + 100 + 105 + 102 + 95 + 94 + 66 + 57) / 12 = 82.3°
Median = the middle value, which is still 84°
Hence, we can see that the measure that changes the most when the value of 82° is changed to 94° is the mean. The new mean temperature is 82.3°
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Answer:
(d) Median 84°
Step-by-step explanation:
You want to know the effect on various statistics of changing the value 82 to 94 in the data ...
{57, 58, 61, 66, 71, 77, 82, 91, 95, 100, 102, 105}
Measures of variationChanging a middle value in the list will have no effect on either the range or the IQR.
Measures of centerChanging a value from 82 to 94 adds 12 to the total of the 12 data values. This will increase the mean by 12/12 = 1 degrees to about 81.4.
The median value is currently the average of 77 and 82. Replacing 82 with 94, changes the order so that the median will be the average of 77 and 91. That is the median will increase by 9/2 = 4.5 degrees.
The measure that changes the most is the median. Its new value is 84°, choice D.
<95141404393>
A particle is projected vertically upwards . It attains a height h after 2 seconds and again after 10 seconds . the height h is numerically equal to
Answer:
320m
Step-by-step explanation:
that is the procedure above
Let T be the linear transformation on R³ defined by T(x, y, z) = (4x+2, 2x + 3y + 2z, x + 4z). Find the eigenvalues and eigenvectors of T and diagonalize T. Problem 175 Let M2x2 (R) be the vector space of all real 2 x 2 matrices and let T be the linear transformation on M2x2 (R) defined by 2x2(e) T [a+b+d a+b+c] b+c+d a+c+d = Find the eigenvalues and eigenvectors of T and diagonalize T. 45
For the linear transformation T on R³, the eigenvalues are 4, 3, and 2 with corresponding eigenvectors. For the transformation T on M₂x₂(R), the eigenvalues are 1, 0, and -1 with respective eigenvectors. Both T can be diagonalized.
For the linear transformation T: R³ -> R³, the characteristic equation is det(A - λI) = 0, where A is the matrix representation of T and λ is an eigenvalue. By solving this equation, we find the eigenvalues λ₁ = 4, λ₂ = 3, and λ₃ = 2. To find the eigenvectors, we substitute each eigenvalue into the equation (A - λI)v = 0 and solve for v. The eigenvectors are v₁ = (1, -1, 1), v₂ = (-1, 1, 0), and v₃ = (-2, 0, 1). To diagonalize T, we form the matrix P using the eigenvectors as columns, and the diagonal matrix D with the eigenvalues as diagonal entries. The diagonalization is given by T = PDP⁻¹.
For the linear transformation T: M₂x₂(R) -> M₂x₂(R), the characteristic equation is det(A - λI) = 0, where A is the matrix representation of T and λ is an eigenvalue. By solving this equation, we find the eigenvalues λ₁ = 1, λ₂ = 0, and λ₃ = -1. To find the eigenvectors, we substitute each eigenvalue into the equation (A - λI)v = 0 and solve for v. The eigenvectors are v₁ = [1 0; 0 0], v₂ = [0 1; 1 0], and v₃ = [1 0; 0 -1]. To diagonalize T, we form the matrix P using the eigenvectors as columns, and the diagonal matrix D with the eigenvalues as diagonal entries. The diagonalization is given by T = PDP⁻¹.
For the linear transformation T on R³, the eigenvalues are 4, 3, and 2 with corresponding eigenvectors. For the transformation T on M₂x₂(R), the eigenvalues are 1, 0, and -1 with respective eigenvectors. Both T can be diagonalized.
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What are the possible values of x for the tollowing functiens? f(x)=(2-x)/(x(x-1))
The possible values of x for the function f(x) = (2 - x)/(x(x - 1)) are all real numbers except x = 0 and x = 1.
The possible values of x for the given function f(x) = (2 - x)/(x(x - 1)), we need to consider the domain of the function. The function will be undefined when the denominator becomes zero because division by zero is undefined. So, we set the denominators equal to zero and solve for x.
Stepwise explanation:
1. The denominator x(x - 1) becomes zero when either x = 0 or x - 1 = 0.
2. If x = 0, the denominator becomes zero, making the function undefined. Therefore, x = 0 is not a possible value.
3. If x - 1 = 0, then x = 1. Similarly, when x = 1, the denominator becomes zero, making the function undefined. Thus, x = 1 is also not a possible value.
4. Apart from x = 0 and x = 1, the function f(x) is defined for all other real numbers.
5. Therefore, the possible values of x for the given function are all real numbers except x = 0 and x = 1.
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need help with all of these questions you see on the top. there the red squares. please someone smart. this is one of the problems I need to finish this tonight.
Let's consider the information given:
Volume: 678.24 yd³radius: 6 yd\(\pi\) = 3.14Let's consider what we want to find:
HeightLet's consider how the: ⇒ volume, radius, height ⇒ are related
\(Volume = \pi *(radius)^2*height\)
Let's Solve:
\(678.24=3.14 *(6)^2*height\\height=6_.yd\)
Answer: 6 yd
Hope that helps!
A middle school has 650 students. A survey was given to 65 randomly selected students,
and 39 said they would buy fresh fruit in the cafeteria if it were offered. How many
students all together could be expected to buy fresh fruit from the cafeteria if it were
offered?
Answer:
390
Step-by-step explanation:
assuming the sample is representative
65 took survey = 10 percent of sample (650)
39 said yes
total = 39 x 10 = 390
It could be predicted that all 390 students would purchase fresh fruit from the cafeteria.
What is the proportion?A mathematical assessment of two numbers is called a proportion. If two sets of provided numbers rise or fall in the same relation, then the ratios are said to be directly proportional to each other.
The proportion of students in the sample who said they would buy fresh fruit is:
p = 39 / 65 = 0.6
We can use this proportion to make an estimate of the proportion of students in the whole middle school who would buy fresh fruit.
We can use the following formula:
p' = p x (n / n')
where p' is the estimate of the proportion of students in the whole middle school who would buy fresh fruit, p is the proportion of students in the sample who said they would buy fresh fruit, n is the number of students in the middle school (650), and n' is the number of students in the sample (65).
By substituting the values in the formula we get:
p' = 0.6 x (650 / 65)
p' = 0.6 x 10
p' = 6
Therefore, we estimate that 6 out of 10 students in the middle school could be expected to buy fresh fruit from the cafeteria if it were offered.
To find the total number of students that would buy fruit, we can multiply the estimate proportion by the total number of students in the middle school:
650 x 0.6 = 390
So, 390 students altogether could be expected to buy fresh fruit from the cafeteria if it were offered.
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The distribution of heights in a population of women is approximately normal. sixteen percent of the women have heights less than 62 inches. about 97.5% of the women have heights less than 71 inches.
Use the empirical rule to estimate the mean and standard deviation of the heights in this population.
Mean and standard deviation of the height of the population using empirical rule is equal to 65inches and 3 inches.
As given in the question,
Distribution of height in women population:
Percent of women heights less than 62inches = 16%
As per Empirical rule of normal distribution,
It is less than 68% it comes in first standard deviation
μ - σ = 62 __(1)
Percent of women heights less than 71 inches = 97.5%
As per Empirical rule of normal distribution,
It is in the range of 97.5% it comes in second standard deviation
μ +2σ = 71 __(2)
Solve (1) and (2) we get,
μ - σ = 62
μ +2σ = 71
0 - 3σ = -9
⇒ σ = 3inches
⇒ μ = 62 + 3
= 65inches
Therefore, the using empirical rule the mean and standard deviation to represent the height of population is equal to 65inches and 3 inches respectively.
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a medical researcher surveyed a large group
The probability that the person selected will be someone whose response is never and who is a woman is 0.0636 = 6.36%.
A probability of an occurrence in the context of a problem is calculated by dividing the desired outcomes in the problem by the entire number of outcomes in the problem.
In the context of this problem, these outcomes are given as follows:
Desired outcomes: people whose response is never and who are women.
Total outcomes: all participants.
Hence, as all participants represent the desired outcomes, the probability that the person selected will be someone whose response is never and who is a woman is the relative frequency of people who are women and who respond never, which is: 0.0636 = 6.36%.
Missing question:
(Refer to the image for the complete question)
One person surveyed will be selected at random:
What is the probability that the person selected will be someone whose response is never and who is a woman?
What is the probability that the person selected will be someone whose response is never 0r who is a woman?
What is the probability that the person selected will be someone whose response is never given and that the person is a woman?
For the people surveyed are the events of being a person whose response is never and being woman independent?
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The 40th term of the number sequence is 119.
(b) Work out the 41st term of the number sequence.
you buy a car for 12,000. you take out a loan for the entire amount of the car at 3.5% interest for 3 years. how much did you pay total for the car
The total amount paid for the car is $13,200.00.
What is the accrued amount paid for the car?The simple interest formula is expressed as;
A = P( 1 + rt )
Where A is accrued amount, P is principal, r is interest rate and t is time.
Given the data in the question;
Principal P = $12,000Elapsed time t = 3 yearsInterest rate r = 3.5%Accrued amount A = ?Convert the interest rate to decimal
Rate r = 3.5%
Rate r = 3.5/100
Rate r = 0.035
Plug the given values into the above formula and solve for accrued amount A.
A = P( 1 + rt )
A = $12,000( 1 + (0.035 × 3) )
A = $12,000( 1 + 0.105 )
A = $12,000( 1.105 )
A = $13,200.00
Therefore, the accrued amount is $13,200.00.
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Find y .
4 x+2 y=6
Hello!
4x + 2y = 6
2y = 6 - 4x
y = 3 - 2x
Hello !
Answer:
\(\Large \boxed{\sf y=-2x+3}\)
Step-by-step explanation:
We want to isolate y in the following expression :
\(\sf 4x+2y=6\)
First, substract 4x from both sides :
\(\sf 4x+2y-4x=6-4x\\2y=-4x+6\)
Now let's divide both sides by 2 :
\(\sf \frac{2y}{2} =\frac{-4x+6}{2}\)
Finally, simplify the expression :
\(\sf \frac{2y}{2} =\frac{-4x+6}{2}\\y=\frac{-4x}{2}+\frac{6}{2} \\\boxed{\sf y=-2x+3}\)
Have a nice day ;)
In a fish tank, there are 28 goldfish, 3 angelfish, and 17 guppies. If a fish is selected at random, find the probability that it is an angelfish or a guppy. Group of answer choices
There are 28 goldfish, 3 angelfish, and 17 guppies in a fish tank. If a fish is chosen randomly, the probability that it is an angelfish or a guppy is 0.49.
In order to find the probability that a fish selected at random is an angelfish or a guppy, we need to add the probabilities of choosing an angelfish and a guppy.
P(choosing an angelfish) = 3/48 = 1/16
P(choosing a guppy) = 17/48
The probability of selecting an angelfish or a guppy can be expressed as follows:
P(choosing an angelfish or a guppy) = P(choosing an angelfish) + P(choosing a guppy)
P(choosing an angelfish or a guppy) = 3/48 + 17/48 = 20/48
Simplifying 20/48 gives 5/12 as the answer, which is equivalent to 0.49 as a decimal.
Therefore, the probability that a fish selected at random is an angelfish or a guppy is 0.49.
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A polar curve is defined by r=θk 2θ2 1, where k is a positive constant. For what value of k, if any, is the instantaneous rate of change of r with respect to θ at θ=π equal to 15 ?
Given the polar curve described above, the value of k which is the instantaneous rate of change of r with respect to θ at θ = π equal to 15 is: 1.451 (Option B).
What is a Polar Curve?
A polar curve is a shape that is designed using the polar coordinate system.
They are defined by points that stand at a variable distance from the pole, subject to the angle measured off the positive section of the x-axis.
Hence, given the polar curve described above, the value of k which is the instantaneous rate of change of r with respect to θ at θ = π equal to 15 is: (Option B) - 1.451
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how would you solve this equation?
Answer:
19,188
Step-by-step explanation:
hope this helps ;)
what is 14 2/7 × 4 3/10
Answer:
14 2/7 x 4 3/10 is 61 3/7
Step-by-step explanation:
A large cheese pizza at a palanzios pizzeria costs $6. 80 plus $0. 90 for each topping. The cost of a large cheese pizza at gordos pizza is $7. 30 plus $0. 65 for each topping. How many toppings need to be added in the order for the pizzas to cost the same
We need 1.77 toppings in the order for the pizzas to cost the same.
To find the number of toppings needed for the two pizzas to cost the same, we can set up the following equation:
6.80 + 0.90x = 7.30 + 0.65x
Subtracting 0.65x from both sides gives us:
6.80 - 0.65x = 7.30 - 0.65x
Combining like terms gives us:
1.15 = 0.65x
Dividing both sides by 0.65 gives us:
1.77 = x
Thus, we need 1.77 toppings in the order for the pizzas to cost the same. However, since we can only have whole toppings, we would need to round up to 2 toppings.
Therefore, if we order 2 toppings on the large cheese pizza at Palanzios Pizzeria and 2 toppings on the large cheese pizza at Gordos Pizza, both pizzas will cost the same amount.
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You ride your bike up a steep mountain road at 5 miles per hour. How far do you go in 3 hours? Student solution: 5\div 3=1.75÷3=1.7. I ride 1.7 miles.
Answer:
15
Step-by-step explanation:
5x3 = 15 It's Simple Hope it helps
Mr. and mrs. smith plan to roof the cabin on 2 consecutive days. Assuming that the chance of rain is independent of the day, what is the probability that it will rain both days?
The probability that it will rain both days is \(\frac{1}{4}\).
According to the question
Mr. and mrs. smith plan to roof the cabin on 2 consecutive days.
Assuming that the chance of rain is independent of the day
Probability is the chance that some event will happen.
It is the ratio of the number of ways a certain event can occur to the number of possible outcomes.
Probability = Number of ways it can occur/Total number of outcomes
Probability of rain on first day = 1/2
Probability of rain on second day = 1/2
Then
Probability of rain on both days = \(\frac{1}{2}\) × \(\frac{1}{2}\) = 1/4
Hence,
The probability that it will rain both days is \(\frac{1}{4}\).
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how many solutions does 5X -20 = -7X -20 have
Answer:
This equation has no solution. A a non-zero constant never equals zero.
Step-by-step explanation: