students at Freeman Middle School have a choice of water milk or juice for breakfast from a survey it was determined that 50 students prefer water 100 prefer juice and 150 prefer milk. you want to know the probability that exactly 3 of 4 randomly selected students do not prefer water how could you model the scenario? This scenario can be simulated by Rolling a six-sided die (A 3 B 4 C 5 D 6 E 7 times). The (A numbers 0 to 3 B numbers 0 to 6 C number 1 D numbers 7 to 9 ) would represent students who prefer water if a number (A 0 to 3 B 0 to 6 C 1 D 7 to 9) appears only once in a set of outcomes then it will mean that three of four randomly picked students do not prefer water in that set .​

Answer:

8<x<9

Step-by-step explanation

Answer:

15

Step-by-step explanation:

3/5 = 9/15

2/15 = 2/15

The least common denominator of 3/5 and 2/15 is 15

The least common denominator is the least product value of the given fractions

Given the fractions 3/5 and 2/15, we can see that the two integers at the nominator are 5 and 15.

Since 5 can go in 15 without remainder, we do not need to multiply both integers again. The least common denominator will be the greatest value between 5 and 15 and that is 15.

Hence the least common denominator of 3/5 and 2/15 is 15

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Answer:

4440,000 and 44.400,000

Step-by-step explanation:

All you do is add another zero to the end

Answer:

There are 720 possible sequences of assembly that must be tested.

Step-by-step explanation:

We are given that;

No. of wires needed to be attached to a circuit board = 6

We want to find the number of possible sequences of the assembly that must be tested.

From multiplication rule of counting;

Number of possible sequences of the assembly = 6!

1st selection of wire = 6 possible choices

2nd selection of wire = 5 possible choices

3rd selection of wire = 4 possible choices

4th selection of wire = 3 possible choices

5th selection of wire = 2 possible choices

6h selection of wire = 1 possible choice

Thus,

number of possible sequences = 6 × 5 × 4 × 3 × 2 × 1 = 720

Thus, there are 720 possible sequences of assembly that must be tested.

Xbox and PlayStation both have their own good features but Xbox wins overall against PlayStation in specs, games, graphics, streaming, remote play, UI and basically everything.

I have played both btw

Any arguments in the comment section

Answer:

Depends

Step-by-step explanation:

If you want better exclusives get a playstation.

UI the playstation UI is better because it is simple.

Game subscriptions. xbox game pass subscription is better because it has more games and most games get released on game pass as soon as they release.

Answer: i needed this question too!

Answer:

RS=3

Step-by-step explanation:

Solve for x:

6x+3x+x=10

All parts add up to whole

10x=10

Combine like terms

x=1

Use x to solve for segment lengths:

QR=6x=6(1)=6

RS=3x=3(1)=3

ST=x=1

Therefore RS=3

The length of the line segment RS will be 16 units.

An axis is a term used to describe a line on which points are located, particularly if that line is connected to a triangle or other geometric shape. Since two factors determine a line, two points are transparently collinear. If the points are in a line, then the points are collinear points.

Let Q, R, S, and T be the collinear points. Then the condition of the collinear will be

QR + RS + ST = QT

The points Q, R, S, and T all lie on the same line segment, in that order, such that the ratio of QR:RS: ST is equal to 1:4:5. If QT = 40.

Let QR / 1 = RS / 4 = ST / 5 = x

QR = x

RS = 4x

ST = 5x

Then the value of the variable x will be

QR + RS + ST = QT

x + 4x + 5x = 40

10x = 40

x = 4

Then the length of the line segment RS will be

RS = 4x

RS = 4 (4)

RS = 16

Then the length of the line segment RS will be 16 units.

More about the collinear points link is given below.

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Answer:

5.7, 4.6, 5.6, 6.7

Step-by-step explanation:

Answer:

2.63+3.07= 5.7

9.4-4.8= 4.6

3.92+1.68= 5.6

8.5-1.8= 6.7

Answer:

its 3.45 x 10^5

Step-by-step explanation:

The solution of the given expression will be 3.84 x 10⁻².

The mathematical expression combines numerical variables and operations denoted by addition, subtraction, multiplication, and division signs.

Mathematical symbols can be used to represent numbers (constants), variables, operations, functions, brackets, punctuation, and grouping. They can also denote the logical syntax's operation order and other properties.

Given that the expression is 3.99 x 10⁻² - 1.5 x 10⁻³. The expression will be solved as below:-

E = 3.99 x 10⁻² - 1.5 x 10⁻³

E = ( 3.99 x 0.15 ) x 10⁻²

E = 3.85 x 10⁻²

Therefore, the solution of the expression is 10⁻².

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Answer:

z = 6

Step-by-step explanation:

4z - 10 = 14

    + 10   +10

4z = 24

24 ÷ 4 = 6

n = 6

Answer:

-2

Step-by-step explanation:

Answer:

52 cards

Step-by-step explanation:

call the amount he started with " x "

then he bought 8 cards

so the new equation is

x+8

then he lost half of his cards

so now the equation is

(x + 8 )/2

that amount to 30 cards as per what is given in the problem

so now the equation is

( x + 8 )/2 = 30

solve using inverse operations and simplifying

( x + 8 )/2 = 30  

         *2    *2

x + 8 = 60

   -8     -8

x = 52

Answer:

25

Step-by-step explanation:

Answer:

D

Step-by-step explanation:

Answer:

= 13

Step-by-step explanation:

Use direct substitution:

2(4)+5 = 13

Answer:

D alternate exterior angle

Step-by-step explanation:

Answer:

vertical angles are congruent angles located diagonally opposite each other.

Answer:

A. - 5

Step-by-step explanation:

Since, line is intersecting x-axis at - 5, therefore zero of the function is - 5.

Answer:

n=14

Step-by-step explanation:

Answer:

See explanation

Step-by-step explanation:

Given

f(r) => Number of people in the bus after 8am

Required

Interpret f(5) = 23

Going by the analysis in the question, the interpretation goes this:

5 hours after 8 am, there are 23 riders on a bus

We can also interpret as:

There are 23 riders on a bus at 1 pm

Since 1 pm = 5 hours after 8am

Answer:

a. Whether the student attended a workshop.   Neither

b. Number of workshops attended.  Explanatory variable

c. Whether the student passes the course. Response variable

Step-by-step explanation:

In a given experiment, the response variable addresses the core of the question that was asked. In the experiment above, we are trying to determine the passing rate. That is the response variable. The explanatory variable provides an explanation for the response.

The number of workshops attended by the students would provide an explanation of their passing rates.  Whether the student attended a workshop is not a consideration in the experiment, because it is believed that they would attend the workshop.

Answer:

I think its 232.5

Step-by-step explanation:

Divide 3 by one then multiply that by 15.

Answer:

how much does he make in a hour

Step-by-step explanation:

Answer:

x=1/3y - 2

Step-by-step explanation:

Answer:

15

Step-by-step explanation:

I guess it is 29-14 which obviously is 15 as we know

Answer:

104185

Step-by-step explanation:

Answer:

104,185

Step-by-step explanation:

Answer:

60

Step-by-step explanation:

Answer: 21 cupcakes and 33 cookies were sold.

Step-by-step explanation:

Let x= Number of cupcakes

y = Number of cookies

As per given,

x+y= 54       (i)

Cost: 2.25x+0.25y=55.50          (ii)

Multiply 0.25 to (i0, we get

0.25x+0.25y = 0.25(54)

⇒0.25x+0.25y = 13.5         (iii)

subtract (iii) from (ii), we get

2x=42

Divide both sides by 2, we get x= 21

Put this in (i) , we get 21+y =54 ⇒ y= 54-21= 33

Hence, 21 cupcakes and 33 cookies were sold.

Answer:

An alternative definition for the acceleration ax that can be written in terms of [tex]v_x[/tex] and [tex]\frac{dv_x}{dx}[/tex] is [tex]a_x=v_x \frac{dv_x}{dx}[/tex]

Step-by-step explanation:

We know that :

[tex]a_x=\frac{dv_x}{dt}[/tex]

Now we are supposed to find an alternative definition for the acceleration ax that can be written in terms of [tex]v_x[/tex] and [tex]\frac{dv_x}{dx}[/tex]

So, We will use chain rule over here :

[tex]a_x=\frac{dv_x}{dt}\\a_x=\frac{dv_x}{dt} \times \frac{dx}{dx}\\a_x=\frac{dv_x}{dx} \times \frac{dx}{dt}\\a_x=\frac{dv_x}{dx} \times \frac{dx}{dt} [\frac{dx}{dt}=v_x]\\a_x=\frac{dv_x}{dx} \times v_x\\a_x=v_x\frac{dv_x}{dx}[/tex]

Hence an alternative definition for the acceleration ax that can be written in terms of [tex]v_x[/tex] and [tex]\frac{dv_x}{dx}[/tex] is [tex]a_x=v_x \frac{dv_x}{dx}[/tex]

The alternative definition for the acceleration ax that can be written in terms of vx and dx/ dx is [tex]a_x = v_x \frac{dv_x}{dx}[/tex]

Here we used the chain rule:

It is the basic method for differentiating a composite function. Here the first factor on the right, Df(g(x)), represents that the derivative of f(x) is first found and then x, wherever it arises, is replaced by the function g(x).

So,

[tex]a_x = \frac{dv_x}{dt}\\\\ = \frac{dv_x}{dt} \times \frac{dx}{dx}\\\\= \frac{dv_x}{dx} \times \frac{dx}{dt}\\\\ = \frac{dv_x}{dx} \times \frac{dx}{dt} (\frac{dx}{dt} = v_x)\\\\ = \frac{dv_x}{dx} \times v_x\\\\= v_x\frac{dv_x}{dx}[/tex]

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Answer:

Is that the question? I don't think it is