Suki spent a total of $17 on rides, food, and parking at the carnival.
The problem states that Suki took $20 to the carnival and spent some portion of it on rides, food, and parking. The first step is to figure out what fractions of her money she spent on each of these things.
The problem tells us that she spent one half of her money on rides, 1/4 of her money on food, and 1/10 of her money on parking. We can write this mathematically and use the multiplication :
Suki spent 1/2 x $20 = $10 on rides
Suki spent 1/4 x $20 = $5 on food
Suki spent 1/10 x $20 = $2 on parking
To find the total amount that Suki spent on rides, food, and parking combined, we simply add up these three amounts:
Total spent = $10 + $5 + $2 = $17
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What is 2+2x -6=2720=1819
The solution to the equation √(2 + 2x) - 6 = 2 when evaluated is x = 31
How to determine the solution to the equationFrom the question, we have the following parameters that can be used in our computation:
√(2 + 2x) - 6 = 2
So, we have
√(2 + 2x) = 8
Take the square of both sides
so, we have the following representation
2 + 2x = 64
Evalyate the like terms
2x = 62
Divide by 2
This means that
x = 31
Hence, the solution is x = 31
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Complete question
What is √(2 + 2x) - 6 = 2
If you flip an unfair coin x times, the odds of getting three heads is y. What is the probability of getting heads after flipping the coin once?
The probability of getting heads after flipping the coin once would depend on the specific probabilities of the coin landing on heads or tails, which are not given in the problem statement.
The probability of getting heads after flipping the coin once cannot be determined from the given information. The probability of getting three heads in x flips of an unfair coin is not necessarily related to the probability of getting heads in a single flip.
For example, it is possible that the unfair coin has a very low probability of landing on heads, such as 0.1. In this case, the probability of getting three heads in a row after flipping the coin x times would be very low, but the probability of getting heads on a single flip would still be 0.1.
Therefore, the probability of getting heads after flipping the coin once would depend on the specific probabilities of the coin landing on heads or tails, which are not given in the problem statement.
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ABCD is a rhombus.
BCE is an isosceles triangle.
ABE is a straight line.
Work out the size of angle DCA.
What is the equation of the line?
Answer:
Use the slope formula and slope-intercept form
y=mx+b to find the equation.
the steps and answers are in the photos
{I hope this helps you :)
A certain baseball pitcher gives up a base hit (on average) once every 15 pitches. in a particular game he threw 120 pitches. find the probability he gave up at MOST 2 base hits.
The probability that the pitcher gave up at most 2 base hits in the game is approximately 0.53.
What is probability?
Probability is a branch of mathematics in which the chances of experiments occurring are calculated.
Let X be the number of base hits given up in 120 pitches. Then X follows a binomial distribution with parameters n = 120 (number of trials) and p = 1/15 (probability of success in each trial).
The probability of giving up at most 2 base hits can be calculated as follows:
P(X ≤ 2) = P(X = 0) + P(X = 1) + P(X = 2)
Using the binomial probability formula, we have:
P(X = k) = (n choose k) * p^k * (1 - p)^(n - k)
where (n choose k) is the binomial coefficient, which gives the number of ways to choose k successes from n trials.
Plugging in the values, we get:
P(X = 0) = (120 choose 0) * (1/15)^0 * (14/15)^120 ≈ 0.028
P(X = 1) = (120 choose 1) * (1/15)^1 * (14/15)^119 ≈ 0.17
P(X = 2) = (120 choose 2) * (1/15)^2 * (14/15)^118 ≈ 0.33
Therefore,
P(X ≤ 2) = 0.028 + 0.17 + 0.33 ≈ 0.53
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i NEED HELP THIS IS FOR 70 PERCENT OF MY GRADE, I DONT UNDERSTAND THIS. HELP
Part A:
For Column 1 : Line AB = Line BC: always true
For Column 2: Line AD = Line CD; sometimes true
For Column 3: Line BD is always vertical; never true
Part B: m< CBD is 20 degrees. Option A
How to determine the valueIt is important to note the properties of a circle, they are;
Equal chords of a circle are subtended in the same way at the center.The radius that is drawn perpendicular to the chord bisects the chord into equal halvesCircles that have different radius are similar.A circle can have other shapes circumscribed into it like a rectangle, trapezium, triangle, square, kite.From the information given, we have that;
m< BDA = 20 degrees
To determine the angle of m< CBD, we need to understand that alternating angles are angles that on a transversal and are equal to each other.
Then, if m<BDA = 20
m<CBD = 20 degrees
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The Boston public school district has had difficulty maintaining on-time bus service for its students ("A Year Later, School Buses Still Late," Boston Globe, October 5, 2011). Suppose the district develops a new bus schedule to help combat chronic lateness on a particularly woeful route. Historically, the bus service on the route has been, on average, 12 minutes late. After the schedule adjustment, the first 36 runs were an average of 8 minutes late. As a result, the Boston public school district claimed that the schedule adjustment was an improvement-students were not as late. Assume a population standard deviation for bus arrival time of 12 minutes. Develop the null and alternative hypotheses to determine whether the schedule adjustment reduced the average lateness time of 12 minutes
Calculated t-value (-3) is less than the critical t-value (-1.69), we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that The average lateness time was cut by 12 minutes as a result of the schedule modification.
The null hypothesis would be that the schedule adjustment did not reduce the average lateness time of 12 minutes.
[tex]H0:[/tex][tex]\mu = 12[/tex]
The alternative hypothesis would be that the schedule adjustment did reduce the average lateness time of 12 minutes.
[tex]Ha:[/tex] [tex]\mu < 12[/tex]
Here, we are testing whether the population mean arrival time is less than 12 minutes, based on a sample of 36 runs that had an average of 8 minutes late. We can use a one-sample t-test to test this hypothesis, with the following test statistic:
[tex]t = (\bar x - \mu) / (s / \sqrt{n} )[/tex]
where[tex]\bar x[/tex] is the sample mean (8 minutes),[tex]\mu[/tex] is the population mean (12 minutes), s is the population standard deviation (12 minutes), and n is the sample size (36 runs).
Using these values, we get:
[tex]t = (8 - 12) / (12 / \sqrt{(36)} ) = -3[/tex]
The degrees of freedom for this test are n - 1 = 35. Using a t-distribution table, we can find the critical t-value for a one-tailed test with a significance level of 0.05 and 35 degrees of freedom to be approximately -1.69.
Since our calculated t-value (-3) is less than the critical t-value (-1.69), we reject the null hypothesis and conclude that there is sufficient evidence to support the claim that The average lateness time was cut by 12 minutes as a result of the schedule modification.
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Pleaseeeee helpppp!!!!
Answer:
49.7 mm
Step-by-step explanation:
the circumference (C) of a circle (2πr) is also the perimeter of a circle. The figure shown is a half-circle. To get the perimeter of the shape shown, find the C/2 (half the circumference) and add the diameter:
P = 2π(12/2) + 12 = 49.7 mm
I need help on this asap!
If Mr Corazon produces the model that would give the most profit only, this idea would be incorrect. The reason is that that poor people would not be able to buy the product.
What is profit maximization?
Profit maximization is the process by which a business or a firm determines the optimal level of output or production that leads to the highest possible profit. It is an important goal for most firms, as it helps to ensure their long-term sustainability and competitiveness in the market.
Based on the question, at the profit of $375 a piece, it would mean that the price has become too high. Less people would but the product. This makes his idea a bad one.
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SOMEONE HELP PLEASE I'LL GIVE BRAINLIEST IF BOTH OF THESE ARE CORRECT
Simplify.
a)√(30+10√5)
b) √(25+10√5+5)
Using trigonometry, work out the length y. Give your answer in centimetres to 1 d.p. y 6.1 cm 39° Not drawn accurately
The length of the opposite side (y) is equal to 3.2 centimeters.
How to calculate the length y?In order to determine the length of the opposite side (y), we would apply the sine trigonometry ratio because the given side lengths represent the opposite side and hypotenuse of a right-angled triangle.
cos(θ) = Adj/Hyp
Where:
Opp represent the opposite side of a right-angled triangle.Hyp represent the hypotenuse of a right-angled triangle.θ represent the angle.Based on the information provided in the image, we can logically deduce the following parameters:
Opp = y cm.Hyp = 6.1 cm.Angle, θ = 39°.By substituting the parameters into the sine trigonometry ratio formula, we have the following;
sin(θ) = Opp/Hyp
sin(39) = y/5
y = 5sin(39)
y = 3.2 centimeters.
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Missing information:
The question is incomplete and the complete question is shown in the attached picture.
Find the slope of the line that contains (10 -1) and (-8 6)
The Slope of the line whose coordinates are given that (10 -1) and (-8 6) is the change in y coordinate with respect to the change in x coordinate is (-7/18).
Here the coordinates are (10 -1) and (-8 6) that means :-
X1 = 10
X2 = -8
Y1 = -1
Y2 = 6
So slope of line = (Y2-Y1)/(X2-X1)
slope = 6-(-1)/-8-10
slope = 7/-18
Hence the slope of the line containing (10 -1) and (-8 6) would be 7/-18.
In Mathematics, a slope of a line is the change in y coordinate with respect to the change in x coordinate. The net change in y-coordinate is represented by Δy and the net change in x-coordinate is represented by Δx.
Hence, the change in y-coordinate with respect to the change in x-coordinate is given by,
m = change in y/change in x = Δy/Δx
Where “m” is the slope of a line.
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The reading on the thermometer is -10 degrees celsius and the temperature drops with 10 degrees celsius what will the new reading be
The thermometer reads -10 degrees Celsius, and the temperature drops by 10 degrees Celsius. As a result, the new thermometer reading will be -20 degrees Celsius.
If the temperature drops by 10 degrees Celsius and the initial reading on the thermometer is -10 degrees Celsius, we can calculate the new reading as follows:
New reading = Initial reading - Temperature drop
New reading = (-10) - 10
New reading = -20
Therefore, the new reading on the thermometer will be -20 degrees Celsius.
When we say the temperature drops by 10 degrees Celsius, we mean that the temperature decreases by 10 degrees Celsius from its initial value. In this case, the initial value is -10 degrees Celsius.
So, if the temperature drops by 10 degrees Celsius, we need to subtract 10 from the initial value to get the new temperature reading. This is because a decrease in temperature means the temperature value becomes lower.
The resulting new reading of -20 degrees Celsius is 10 degrees Celsius lower than the initial reading of -10 degrees Celsius. It indicates that the temperature has decreased further, and it is now even colder than before.
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I bought a new car to transport my kids and all their stuff. The value of the car y (in thousands of dollars) can be represented by the model y=41(0. 92)^t
, where t is the number of years since I purchased the car. Which value in the equation represents the decay factor?
The decay factor in the equation y=41(0.92)^t is the value of (0.92) raised to the power of t.
In this case, the base of the exponential function is 0.92, which is less than 1. This means that as t increases, the value of (0.92)^t decreases exponentially, leading to a decay in the value of y. The decay factor is the factor by which the value of y decreases each year.
In this case, the decay factor is 0.92, which means that the value of the car decreases by 8% each year. This is because (0.92) x 100% = 92%, so the value of the car decreases to 92% of its previous value each year.
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The square ABCD is reflected over
the y-axis then translated five units
down and one unit to the left to
make the square A'B'C'D'.
Question: If the original coordinate
pair for the point A is (-5, 3), what is
the coordinate pair of A'?
The coordinate pair for A' is as a result (4, -2) in coordinated square.
After reflecting the square ABCD over the y-axis and translating it five units down and one unit to the left, we may use the following transformations in order to get the coordinate pair of A':
Across the y-axis, reflect the square: This modifies the x-sign coordinate's while maintaining the y-original coordinate's value. Hence, A's new coordinates would be (5, 3).
Five units down and one unit to the left, translate the square as follows: The y-coordinate is moved five units down and the x-coordinate one unit to the right as a result. A's new system coordinates are calculated to be (4, -2).
the coordinate pair for A' is as a result (4, -2).
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Install the "rpart" package from CRAN and load the "car 90 " dataset. Hold out the last 20 percent of the observations as the test set. Train a decision tree using all the predictors to model the "Price" variable on the training data where the maximum depth of the tree is 1,2 and 3 respectively. Calculate the mean squared error on the held out test set data. Next, generate a bootstrapped prediction with 1,000 samples for the test set data using a decision tree of depth size 3. Report the test set MSE.
The can be done by running the following command in R:
The solution to this problem requires you to load the “rpart” package from CRAN and load the “car90” dataset. The last 20% of the observations should be held out as the test set. A decision tree should be trained using all the predictors to model the “Price” variable on the training data where the maximum depth of the tree is 1, 2, and 3 respectively. The mean squared error on the held-out test set data should be calculated. A bootstrapped prediction should then be generated with 1,000 samples for the test set data using a decision tree of depth size 3, and the test set MSE should be reported.
Here are the steps to follow:
Step 1: Install the “rpart” package from CRAN
This can be done by running the following command in R: install.packages("rpart")
Step 2: Load the “car90” dataset
This can be done by running the following command in R: data(car90)
Step 3: Hold out the last 20 percent of the observations as the test set
This can be done by running the following command in R: test_set <- car90[round(nrow(car90) * 0.8) + 1:nrow(car90), ]
Step 4: Train a decision tree using all the predictors to model the “Price” variable on the training data where the maximum depth of the tree is 1, 2, and 3 respectively
This can be done by running the following commands in R:
train_set <- car90[1:round(nrow(car90) * 0.8), ]
library(rpart)
set.seed(123)
depths <- 1:3
models <- lapply(depths, function(depth) rpart(Price ~ ., data = train_set, method = "anova", maxdepth = depth))
Step 5: Calculate the mean squared error on the held-out test set data
This can be done by running the following commands in R:
library(Metrics)
set.seed(123)
mse <- lapply(models, function(model) mse(predict(model, newdata = test_set), test_set$Price))
Step 6: Generate a bootstrapped prediction with 1,000 samples for the test set data using a decision tree of depth size 3
This can be done by running the following commands in R:
set.seed(123)
boot_preds <- replicate(1000, {
sampled_test_set <- test_set[sample(nrow(test_set), replace = TRUE), ]
predict(models[[3]], newdata = sampled_test_set)
})
Step 7: Report the test set MSE
This can be done by running the following command in R:
mse(predict(models[[3]], newdata = test_set), test_set$Price)
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The 20% on a $8 sandwhich?
Answer: 1.60
Step-by-step explanation:
ask siri
Answer:
1.6$Step-by-step explanation:
Greetings!!
[tex]step1[/tex]
20%=100%/5
[tex]step2[/tex]
8/5=1.6
[tex]step3[/tex]
5= 10/2
[tex]step4[/tex]
Divide the numbers by 10:
8/10=0.8
[tex]step5[/tex]
Multiply the numbers from step4 by 2.
0.8×2= 1.6
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What is the term to term rule in the sequence 1,2,4,7,11
The term to term rule in the sequence is specific formula which describes the each term of sequence. So, term by term formula for sequence 1,2,4,7,11.. is equals to the [tex] x_n = \frac{n(n-1)}{2} + 1[/tex].
A sequence, or a series, is a chain of numbers obtained by following a particular common factor. To complete a series or sequence, we need to determine the common factor that guides the series . We have a sequence of number defined as 1, 2,4,7, 11, ... We have to determine term rule for this sequence. Each number in the sequence is called a term. Now, check the known terms of sequence, first term = 1.
Difference between first two terms =1
difference between second and third=2
difference between third and fourth terms = 3
difference between fourth and fifth terms = 4
So, the difference between two successive terms increases by 1. Thus the term by term rule is written as [tex] x_n = \frac{ n(n-1)}{2} + 1[/tex], where n is nᵗʰ term.
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A and B are events. Suppose P(A) = 0.3 and P(B│A) = 0.4. What is
the joint probability of A and B occurring
The jοint prοbability οf A and B οccurring is 0.12.
What is prοbability?Prοbability is a way οf calculating hοw likely sοmething is tο happen. It is difficult tο prοvide a cοmplete predictiοn fοr many events. Using it, we can οnly fοrecast the prοbability, οr likelihοοd, οf an event οccurring. The prοbability might be between 0 and 1, where 0 denοtes an impοssibility and 1 denοtes a certainty.
Here the given P(A)=0.3 and P(B│A) = 0.4
The οbjective is tο find the jοint prοbability οf A and B οccurring.
A and B are twο events.
The cοnditiοnal prοbability fοrmula is given by,
P(B│A) =[tex]\frac{P(A\cap B)}{P(A)}[/tex]
=> 0.4 = [tex]\frac{P(A\cap B)}{0.3}[/tex]
=> P(A∩B) = 0.12.
Hence the joint probability of A and B occurring is 0.12.
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Joey has 10 coins one of his coins is a 50 cent piece. If he has a total of $.85 what are the other coins
Answer:
Step-by-step explanation:
First, take 1 coin away and subtract .5 from the total of 85 cents to get 9 coins for 35 cents. Then, you must figure out any amount of coins that will fit that value for 9 coins; A penny = 1 cent, nickel = 5 cents and dime = 10 cents
You can do 2 nickels 2 dimes and 5 pennies for 9 coins total.
You can also do an equation for more intricate problems:
.10x + .05y + .01z = .35
where you would solve for a variable and input the new equation in that variable to solve for your variables. I hope this helps :)
PLEASE HELP I NEED HELP ASAP
Answer:
Sin= 35/37
cos= 13/37
tan= 35/13
Step-by-step explanation:
Given (x – 7)2 = 36, select the values of x. x = 13 x = 1 x = –29 x = 42
The values of x are x = 13 and x = 1. The other two options, x = -29 and x = 42, are not correct.
What is expression ?
To solve for x, we need to take the square root of both sides of the equation:
[tex](x - 7)^2 = 36[/tex]
Taking the square root of both sides, we get:
x - 7 = ±6
Adding 7 to both sides, we get:
x = 7 ± 6
So, the values of x are:
x = 7 + 6 = 13 or x = 7 - 6 = 1
Therefore, the values of x are x = 13 and x = 1. The other two options, x = -29 and x = 42, are not correct.
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help plss 1/3(3m+6)-2(2m+6)
Answer:
To simplify the expression, you can start by using the distributive property of multiplication over addition/subtraction and then combine like terms.
1/3(3m+6) - 2(2m+6)
= 1/33m + 1/36 - 22m - 26 (distribute the multiplication)
= m + 2 - 4m - 12 (simplify by multiplying and adding the terms)
= -3m - 10 (combine like terms)
Therefore, 1/3(3m+6)-2(2m+6) simplifies to -3m - 10.
Line A has equation y = -4x + 1 and line B contains the points (-2,1) and (1,-11). Select any statement(s) below that are true.
Line B has a slope of -5.
Line A has a slope of -4.
Line A and line B have the same slope.
Line B has a flatter slope than line A.
Line A has a flatter slope than line B.
Answer:
Line A has a slope of -4
Line A and line B have the same slope
Step-by-step explanation:
Line A is in the slope-intercept form (y = mx + b), where m is the slope and b is the y-intercept. As we can see, -4 is m in line A so -4 is the slope of line A.
If we have two points on a line, we can find the slope using the slope formula
[tex]m = \frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex], where x1 and y1 are one of the points and x2 and y2 come from the other point.
Thus, if we allow (-2, 1) to be x1 and y1 and (1, -11) to be x2 and y2,
[tex]m=\frac{-11-1}{1-(-2)}\\ m=-4[/tex]
Since the slope of Line B is -4, it has the same slope as line A
In the figure, OAPB is a quadrant of a circle and OAP is a sector. If | AOP = 30° and the area of the shaded region is 462 cm2, then find the length of the arc PB. A P B
By answering the above question, we may state that As a result, the arc's expressions PB length is around 20.45 cm.
what is expression ?In mathematics, you can multiply, divide, add, or take away. The following is how an expression is put together: Numeric value, expression, and math operator The elements of a mathematical expression include numbers, parameters, and functions. It is feasible to use contrasting words and expressions. Any mathematical statement containing variables, numbers, and a mathematical action between them is known as an expression, often known as an algebraic expression. As an example, the expression 4m + 5 is composed of the expressions 4m and 5, as well as the variable m from the above equation, which are all separated by the mathematical symbol +.
Area of sector OAP = (1/12) x r2 x (30/360)
OAP's area is equal to (1/2) x OA, PA, and sin (AOP)
Knowing that OA = PA = r and that AOP = 30°, we can calculate the area of the triangle OAP as (1/2) x r x r x sin(30°) = (1/4) x r2.
As a result, the darkened region's area is:
Area of the darkened zone is equal to (1/12) x r2 - (1/4) x r2 (462 cm2).
When we simplify this equation, we obtain:
[tex](\pi/3 - 1) x r^2 = 1848[/tex]
The result of dividing both sides by (/3 - 1) is:
[tex]r^2 = 1848 / (π/3 - 1) = 378.9[/tex]
When we square the two sides, we obtain:
[tex]r ≈ 19.47\\PB = (1/6) x 2r = (1/3) x r = 20.45 cm[/tex], where
As a result, the arc's PB length is around 20.45 cm.
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can you guys tell me what 2+2 is I cant figure it out
Answer:
really it's 4
Step-by-step explanation:
Answer:4
Step-by-step explanation:
what rattional numbers are between -5.25 and -5.26
Answer:
-5.255
Step-by-step explanation:
Write an explicit formula for the sequence.
a^n+1=an+7, a^1=−22
A. a^n=7−22n
B. a^n=−22+7(n−1)
C. a^n=7−22(n−1)
D. a^n=−22+7n
Answer:
[tex]\textsf{B)} \quad a_n=-22+7(n-1)[/tex]
Step-by-step explanation:
An explicit formula for a sequence allows you to find the nth term of the sequence.
A recursive formula for a sequence allows you to find the nth term of the sequence provided you know the value of the previous term in the sequence.
Given recursive rule:
[tex]\begin{cases}a_{n+1}=a_n+7\\a_1=-22\end{cases}[/tex]
From the given recursive rule, we can see that each term is 7 more than the previous term. Therefore, the common difference between terms is d = 7.
Explicit formula[tex]a_n = a_1 + (n - 1)d[/tex]
Input the values of a₁ and d into the explicit formula:
[tex]\implies a_n=-22+(n-1) \cdot 7[/tex]
[tex]\implies a_n=-22+7(n-1)[/tex]
Therefore, the explicit formula for the given sequence is:
[tex]\boxed{a_n=-22+7(n-1)}[/tex]
Utilizando 4 veces el numero 4 y las operaciones que conoce, hallar los numeros desde 0 a 10
The process of counting from 0 to 10 using 4 fours and the four basic operations can be explained mathematically by the following equation: 4 + 4 - 4 x 4 / 4 + 4 + 4 - 4 = 12
The result when using 4 fours and the four basic operations (addition, subtraction, multiplication, division) to count from 0 to 10 is as follows:
0 = 4 ,1 = 4 + 4 = 8 ,2 = 8 - 4 = 4 ,3 = 4 x 4 = 16 ,4 = 16 / 4 = 4 ,5 = 4 + 4 + 4 = 12 ,6 = 12 - 4 = 8 ,7 = 8 x 4 = 32, 8 = 32 / 4 = 8 ,9 = 8 + 4 + 4 = 16 ,10 = 16 - 4 = 12 .The process of counting from 0 to 10 using 4 fours and the four basic operations can be explained mathematically by the following equation: 4 + 4 - 4 x 4 / 4 + 4 + 4 - 4 = 12. This equation is made up of four parts, each representing an operation in the correct order. The first part of the equation is 4 + 4 = 8, which adds the two fours together to get 8. The second part of the equation is 8 - 4 = 4, which subtracts the four from the 8 to get 4. The third part of the equation is 4 x 4 = 16, which multiplies the two fours together to get 16. The fourth part of the equation is 16 / 4 = 4, which divides the 16 by 4 to get 4. The fifth part of the equation is 4 + 4 + 4 = 12, which adds the three fours together to get 12. The sixth part of the equation is 12 - 4 = 8, which subtracts the four from the 12 to get 8. Finally, the last part of the equation is 8 + 4 + 4 = 16, which adds the three fours together to get 16.
By combining these six operations together, we can count from 0 to 10 using 4 fours and the four basic operations.
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What is the result when using 4 fours and the four basic operations (addition, subtraction, multiplication, division) to count from 0 to 10?
help please i don’t get it
[tex]\stackrel{ \textit{multiplying the 1st equation by 9} }{\begin{array}{lllllll} 9(~x&+y&=& ~~ 0)\\\\ -9x&-5y&=&-24 \end{array}}\hspace{5em} \begin{array}{llll} ~~ 9x&+9y&=&0\\\\ -9x&-5y&=&-24\\\cline{1-4} ~~0&-4y&=&-24 \end{array} \\\\[-0.35em] ~\dotfill\\\\ -4y=-24\implies y=\cfrac{-24}{-4}\implies \boxed{y=6} \\\\\\ \stackrel{\textit{substituting on the 1st equation}}{x+(6)=0\implies \boxed{x=-6}} \\\\[-0.35em] ~\dotfill\\\\ ~\hfill (-6~~,~~6)~\hfill[/tex]