Help me plz someone??

The probability that all three players obtain an odd sum is 3/14.

The probability is the ratio of possible distributions to the total distributions.

I.e.,

Probability = (possible distributions)/(total distributions)

Given that,

There are nine tiles - 1, 2, 3,...9, respectively.

A player must have an odd number of odd tiles to get an odd sum. That means he can either have three odd tiles, or two even tiles and an odd tile.

In the given nine tiles the number of odd tiles = 5 and the number of even tiles = 4.

The only possibility is that one player gets 3 odd tiles and the other two players get 2 even tiles and 1 odd tile.

So,

One player can be selected in [tex]^3C_1[/tex]  ways.

The 3 odd tiles out of 5 can be selected in [tex]^5C_3[/tex] ways.

The remaining 2 odd tiles can be selected and distributed in [tex]^2C_1[/tex] ways.

The remaining 4 even tiles can be equally distributed in [tex]\frac{4 ! \cdot 2 !}{(2 !)^{2} \cdot 2 !}[/tex] ways.

So, the possible distributions = [tex]^3C_1[/tex] × [tex]^5C_3[/tex] × [tex]^2C_1[/tex] × [tex]\frac{4 ! \cdot 2 !}{(2 !)^{2} \cdot 2 !}[/tex]

⇒ 3 × 10 × 2 × 6 = 360

To find the total distributions,

The first player needs 3 tiles from the 9 tiles in [tex]^9C3=84[/tex] ways

The second player needs 3 tiles from the remaining 6 tiles in [tex]^6C_3=20[/tex] ways

The third player takes the remaining tiles in 1 way.

So, the total distributions = 84 × 20 × 1 = 1680

Therefore, the required probability = (possible distributions)/(total distributions)

⇒ Probability = 360/1680 = 3/14.

So, the required probability for the three players to obtain an odd sum is 3/14.

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Answer:

25 minutes

Step-by-step explanation:

If it takes 5 minutes to prepare one game we need to multiply 5 games by 5 minutes: 5*5 = 25 minutes

Answer: [tex]y=5x+1[/tex]

Step-by-step explanation:

The slope of the given line is

[tex]\frac{1-0}{0-5}=-\frac{1}{5}[/tex]

Since perpendicular lines have slopes that are negative reciprocals, the slope of the line we want to find is 5.

Since the y-intercept is (0,1), the equation is [tex]y=5x+1[/tex].

Answer: the answer is c

The solution to the inequality 6x + 3y ≤ 84 is the dark region shown and the point (9, 10) satisfies this inequality.

An equation is an expression that shows the relationship between two or more variables and numbers.

Let x represent the number of rides Darren can ride and y represent the number of exhibits he can view. Hence:

6x + 3y ≤ 84

The solution to the inequality 6x + 3y ≤ 84 is the dark region shown and the point (9, 10) satisfies this inequality.

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It was A! I got it right on the Edmentum/Plato test!! YW!!!

For the following pair of functions, the vertex of g(x) 2 units to the right of f(x),

f(x) = x² and g(x) = (x - 2)²

What are functions?

Defining a relationship between an independent variable and a dependent variable using mathematical expressions, rules, or laws is known as a function. Mathematics is rife with functions, and the sciences depend on them for constructing physical relationships.

Determining the Correct Pair of Functions

For a given function f(x), its horizontal translation would be f(x + a). Here, a is the distance translated, owing to which f(x + a) is generated.

If a > 0, then it indicates a right translation of a units.

If a < 0, then it indicates a left translation of a units.

The required functions are to be such that the vertex of g(x) is 2 units to the right of the vertex of f(x).

Thus, if f(x) = x², then g(x) = (x - 2)²

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Answer:

que necesitas? acaso necesitas algo fan de Sparta o no

Step-by-step explanation:

ok

Answer: -1

Step-by-step explanation:

Remember to use the slope formula.

[tex]\frac{y2-y1}{x2-x1}[/tex]

Then plug in your points:

[tex]m=\frac{-1-(4)}{2-(3)}[/tex]

Simplify

[tex]m=\frac{-5}{5}[/tex]

Divide -5 by 5 and your Answer is:

[tex]m=-1[/tex]

Hopes this helps!

Answer:

-1

Step-by-step explanation:

As given in the picture you provided, the slope is defined as: [tex]\frac{y_2-y_1}{x_2-x_1}[/tex] and the reason for this, is because in subtracting y_1 from y_2, you're finding how much the y-value changed, or in other words, the rise. When subtracting x_1 from x_2 you're finding how much the x-value changed, or in other words the run. Another way of expressing the slope that you may have seen is: [tex]\frac{rise}{run}[/tex] which is essentially what this slope formula is doing.

One thing to note is that what I assign to (x_1, y_1) and (x_2, y_1) doesn't matter, as long as they're two different points on the linear line.

So let's just say that: [tex](x_1, y_1) = (-3, 4)[/tex] and that: [tex](x_2, y_2) = (2, -1)[/tex]

Now plugging these values into the equation we get: [tex]\frac{-1-4}{2-(-3)} = \frac{-5}{5} = -1[/tex]

So the slope is -1

Answer:

140g

Step-by-step explanation:

One pencil box has a mass of 140g, to find out the weight of 4 pencil boxes we multiply 140 by 4: 140*4 = 560g

Let the mass of the notebook be x: 560+x = 700

560+x = 700

x = 140g

No, you will not be dealt this hand exactly 48 ​times. This can be obtained by understanding the concept of probability.

The probability means that out of 100 times nearly 48 times the player is dealt the particular hand.

No, you will not be dealt this hand exactly 48 ​times since 48 times is an approximate value out of 100 times.

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Disclaimer: The question was given incomplete on the portal. Here is the complete question.

Question: In a certain card​ game, the probability that a player is dealt a particular hand is 0.48. Explain what this probability means. If you play this card game 100​ times, will you be dealt this hand exactly 48 ​times? Why or why​ not?

The net Change in latitude and longitude of the helicopter are; 28.47° and 7.35° respectively.

The net change in latitude of the helicopter can be evaluated as follows;

x = |-6.20° - 22.27°| = |-28.47°|

x = 28.47°

The net change in longitude of the helicopter can be evaluated similarly as follows;

y = |106.80° - 114.15°| = |-7.35°|

x= 7.35°

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The fraction of the students in Siena's class are girls with brown eyes is 5/12.

Let the fraction of students in Siena's class with brown eyes be a=5/8.

And the fraction of students in Siena's class with brown eyes are girls be b=2/3.

Then, the fraction of students in Siena's class are girls with brown eyes be z=a×b

Therefore, by substituting the fraction values, we get

z=(5/8)×(2/3)

z=5/12.

Hence, 5/8 of the students in Siena's class have brown eyes. 2/3 of the students with brown eyes are girl. Then, the fraction of students in Siena's class are girls with brown eyes is 5/12.

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The total weight of the package was 20 pounds, given the total shipping cost was $3.45, using the total cost function, C(P) = 1.65 + 0.12(P - 5), where P is the weight of the package in pounds.

In the question, we are given that a package weighs P pounds, P being a whole number. To ship this package by express costs $1.65 for the first five pounds and 12c for each additional pound. The total shipping cost was $3.45.

We are asked for the package weight in pounds.

First, we design a general cost function.

The cost is given to be $1.65 for the first 5 pounds, and 12c for each additional pound.

The weight of the package is given to be P pounds.

We assume the total cost function to be C(P), a function of the weight of the package, P pounds.

Thus, the total cost function can be shown as the sum of $1.65 and 12c or $0.12 multiplied with (P - 5), as it is the cost for additional pounds after 5 pounds.

Thus, the total cost function, C(P) = 1.65 + 0.12(P - 5).

Now, we are given that the total shipping cost was $3.45.

Thus, to find the weight of the package, we equate the total cost function, C(P) to 3.45, to get:

1.65 + 0.12(P - 5) = 3.45,

or, 1.65 + 0.12P - 0.6 = 3.45,

or, 0.12P + 1.05 = 3.45,

or, 0.12P = 3.45 - 1.05,

or, 0.12P = 2.40,

or, P = 2.40/0.12 = 20.

Thus, the total weight of the package was 20 pounds, given the total shipping cost was $3.45, using the total cost function, C(P) = 1.65 + 0.12(P - 5), where P is the weight of the package in pounds.

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A kite is a quadrilateral with four sides that may be divided into two adjacent pairs of equal-length sides. The total length of ribbon that is needed to line the two long sides of the hat is 22 inches.

According to the question,

A kite is a quadrilateral with four sides that may be divided into two adjacent pairs of equal-length sides. A parallelogram, on the other hand, has two sets of equal-length sides that are opposite each other rather than adjacent.

Since the two adjacent small and two adjacent long sides of a kite are always equal. Therefore, the length of the smaller sides can be written as,

(2x + 1) inches = 5 inches

2x + 1 = 5

2x = 4

x = 2

Now, the length of the longer side of the kite can be written as,

(3x + 5) inches

= 3(2) + 5

= 11 inches

As both the long sides are needed to be covered with the ribbon, therefore, the length of the ribbon needed is,

Ribbon needed = 11 inches × 2

                         = 22 inches

Hence, a kite is a quadrilateral with four sides that may be divided into two adjacent pairs of equal-length sides. the total length of ribbon that is needed to line the two long sides of the hat is 22 inches.

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If this is the one you are talking about then:

horizontal translation of 3 units is:     y= f(x-3)

vertical stretch by a scale factor of 3 is:     y= 3f(x)

reflection over the x-axis is:     y= -f(x)

vertical translation of 3 units is:     y= f(x)+3

Step-by-step explanation:

Adding a value to f(x) translates the graph of f vertically. So, the equation that shows a vertical translation of 3 units is y = f(x) + 3.

Adding a value to the input, x, of f(x) translates the graph of f horizontally. So, the equation that shows a horizontal translation of 3 units is y = f(x − 3).

Multiplying f(x) by a negative value reflects the graph of f over the x-axis. So, the equation that shows a reflection over the x-axis is y = -f(x).

Multiplying f(x) by a constant, k, vertically stretches the graph of f by a scale factor of k. So, the equation that shows a vertical stretch by a scale factor of 3 is y = 3f(x).

Answer:

91 in2

Step-by-step explanation:

11+15 over 2 , times by 7 equals 91 ??

Answer:

11

Step-by-step explanation:

[tex]Answer: \displaystyle\left {{x^2+(y-3)^2=36} \atop {x^2+(y+8)^2=36}} \right. .[/tex]

Step-by-step explanation:

[tex]D=12\ \ \ \ O(0;b)\\\displaystyle\\R=\frac{D}{2}\\R=\frac{12}{2} \\ R=6.\\Circle \ equation\ is:\\(x-a)^2+(y-b)^2=R^2.\\a=0\ \ \ \ \ R=6\\x^2+(y-b)^2=6^2\\x^2+(y-b)^2=36\\Henese:\\\displaystyle\\\left {{x^2+(y-3)^2=36} \atop {x^2+(y+8)^2=36}} \right. .[/tex]

The conditions required for a random variable X to follow a Poisson process. The probability of success is the sme for aany two intervals of equal length. The probability of two or more successes in any sufficiently small subinterval is 0.

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The equations that have the same solution as the given equation are 2.3p – 10.1 = 6.49p – 4 and 230p – 1010 = 650p – 400 – p

From the question, we are to determine the equations that have the same solution as the given equation

The given equation is

2.3p – 10.1 = 6.5p – 4 – 0.01p

Simplifying,

2.3p – 10.1 = 6.5p – 0.01p – 4

2.3p – 10.1 = 6.49p – 4

Thus, 2.3p – 10.1 = 6.49p – 4 is equivalent to the given equation

Also,

If we multiply both sides of the given equation by 100

That is,

100 × (2.3p – 10.1) = 100 × (6.5p – 4 – 0.01p)

230p – 1010 = 650p – 400 – p

∴ 230p – 1010 = 650p – 400 – p is equivalent to the given equation

Hence, the equations that have the same solution as the given equation are 2.3p – 10.1 = 6.49p – 4 and 230p – 1010 = 650p – 400 – p

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Answer:

Jim is 5

Step-by-step explanation:

word problems can be sort of like translation questions

'times' means multiply

'as old as' means equal or =

'will be' means equal or =

'more than' means plus or +

when I saw

"Dad is 4 times as old as his son Jim is now"

I knew needed to make

Jim = x &

Dad = 4x

when I saw

"In 10 years, Dad's age will be 20 years more than twice Jim's age"

I knew

'Dad's age' means 4x

'In 10 years' means 10 +

'will be' means equal sign or =

'20 years more than' means 20 +

'twice Jim's age' means 2x

sentence can be re written

4x+10=20+2x

'if D = dad's age now' means 4x=D (Dad)

'J = Jim's age now' means x = J (Jim)

I solved for x

4x+10=20+2x

2x=10

x=5

then I checked the math

today

x = Jim = J = 5

4x = Dad = D = 20

'in 10 years'

Dad is 20 + 10 = 30

means

does 30 = 20 years more than twice Jim's age?

does 30 = 20 + 2x ?

does 30 = 20 + 2(5)?

does 30 = 20 + 10?

does 30 = 30?

yes!

it checks out!

Answer:

35 acres.

Step-by-step explanation:

Proportions:

15. 8 ⇒ 1 acre

553 ⇒  P acres

P = 553*1/15.8

P = 35 acres

(a) |-9| + 6 = 9 + 6 = 15

(b) |-9 + 6| = |-3| = 3

Answer:

[tex]x=\frac{83}{36}[/tex]

Step-by-step explanation:

1) Convert [tex]2\frac{1}{4}[/tex] to  improper fraction. Use this rule: [tex]a\frac{b}{c} =\frac{ac+b}{c}[/tex].

[tex]x-\frac{2\times4+1}{4} = \frac{1}{18}[/tex]

2) Simplify [tex]2\times4[/tex] to 8.

[tex]x-\frac{8+1}{4} =\frac{1}{18}[/tex]

3) Simplify [tex]8+1[/tex] to 9.

[tex]x-\frac{9}{4} =\frac{1}{18}[/tex]

4) Add [tex]\frac{9}{4}[/tex] to both sides.

[tex]x=\frac{1}{18} +\frac{9}{4}[/tex]

5) Simplify [tex]\frac{1}{18} +\frac{9}{4}[/tex] to [tex]\frac{83}{36}[/tex].

[tex]x=\frac{83}{36}[/tex]

Decimal Form: 2.305556

Answer:

83/36

Step-by-step explanation:

x - 2 1/4 = 1/18

x = 1/18 + 9/4

L.C.M= 36,

x = 1x2/18x2 + 9x9/4x9

x = 2/36 + 81/36

x = 83/36

Decimal form = 2.305556

The simplified form of the expression is [tex]10 x^{18}[/tex].

What are indices in maths?

The given expression is [tex]\sqrt{100x^{36} }[/tex]

Applying the rule, [tex]\sqrt[n]{ab} = \sqrt[n]{a} \sqrt[n]{b}[/tex]

Now, [tex]\sqrt{100} \sqrt{x^{36} }[/tex]

Simplifying, we get;

[tex]10\sqrt{x^{36} }[/tex]

Applying the exponent rule, [tex]a^{bc} = (a^{b} )^{c}[/tex]

We get

[tex]10 \sqrt{(x^{18} })^{2}[/tex]

[tex]10 x^{18}[/tex]

Therefore, the simplified form of the expression is [tex]10 x^{18}[/tex].

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Answer:

10 x 18

Step-by-step explanation:

Answer:

y = -1x + 1

Step-by-step explanation:

y = mx + c

y = gradient(x intercept) + y intercept

y = -1x + 1

The coordinate notation is (x-3, y+1).

How can be vector converted into coordinate notation?

Let <a, b> be the vector then the coordinate notation will be

(x + a, y + b)

And if <-a, -b> be the vector then the coordinate notation will be

(x - a, y - b)

We can convert vector into coordinate notation as shown below:

For converting given vector into coordinate, we will use above formula

that is <a, b> = (x + a, y + b>

here a = -3, and b = 1

So, <-3, 1> = (x-3, y+1)

Hence, the coordinate notation is (x-3, y+1).

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Question 8

1) [tex]\triangle ACE[/tex] with [tex]\overline{AC} \cong \overline{EC}[/tex], [tex]\overline{BC} \cong \overline{DC}[/tex] (given)

2) [tex]\angle C \cong \angle C[/tex] (reflexive property)

3) [tex]\triangle ACD \cong \triangle ECB[/tex] (SAS)

Question 9

1) [tex]\overline{PQ}[/tex] and [tex]\overline{PR}[/tex] are the legs of isosceles [tex]\triangle PQR[/tex], [tex]\overline{PS} \cong \overline{QR}[/tex] (given)

2) [tex]\angle PSQ[/tex] and [tex]\angle PSR[/tex] are right angles (definition of perpendicular lines)

3) [tex]\angle Q \cong \angle R[/tex] (angles opposite the legs of an isosceles triangle are congruent)

4) [tex]\overline{PS} \cong \overline{PS}[/tex] (reflexive property)

5) [tex]\angle PSQ \cong \angle PSR[/tex] (all right angles are congruent)

6) [tex]\triangle PSQ \cong \triangle PSR[/tex] (AAS)

Question 10

1) [tex]\overline{AB} \cong \overline{CD}[/tex], [tex]\overline{AB} \perp \overline{BC}[/tex], [tex]\overline{CD} \perp \overline{AD}[/tex] (given)

2) [tex]\overline{AC} \cong \overline{AC}[/tex] (reflexive property)

3) [tex]\angle ABC[/tex] and [tex]\angle ADC[/tex] are right angles (perpendicular lines form right angles)

4) [tex]\triangle ABC[/tex] and [tex]\triangle ADC[/tex] are right triangles (a triangle with a right angle is a right triangle)

5) [tex]\triangle ABC \cong \triangle CDA[/tex] (HL)

6) [tex]\overline{AD} \cong \overline{CB}[/tex] (CPCTC)

36 students does not watch regularly the programme.

Lets simplify the problem,

Total students = 48

Regular students 1//4*48

=> 12 students

Through Simple Subtraction method,

Irregular students = Total students - regular students

Irregular students = 48-12

=36

Hence 36 students does not watch regularly the programme.

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Taking into account definition of probability, the probability of those who like both is 0.07 or 7%.

Probability is the greater or lesser possibility that a certain event will occur.

In other words, the probability is the possibility that a phenomenon or an event will happen, given certain circumstances. It is expressed as a percentage.

The union of events, AUB, is the event formed by all the elements of A and B. That is, the event AUB is verified when one of the two, A or B, or both occurs. AUB is read as "A or B".

The probability of the union of two compatible events is calculated as the sum of their probabilities subtracting the probability of their intersection:

P(A∪B)= P(A) + P(B) -P(A∩B)

where the intersection of events, A∩B, is the event formed by all the elements that are, at the same time, from A and B. That is, the event A∩B is verified when A and B occur simultaneously.

A complementary event, also called an opposite event, is made up of the inverse of the results of another event. That is, That is, given an event A, a complementary event is verified as long as the event A is not verified.

The probability of occurrence of the complementary event A' will be 1 minus the probability of occurrence of A:

P(A´)= 1- P(A)

In first place, let's define the following events:

Then you know:

In this case, considering the definition of union of events, the probability that a chef likes carrots and broccoli is calculated from:

P(C∪B)= P(C) + P(B) -P(C∩B)

Then, the probability that a chef likes carrots and broccoli is calculated as:

P(C∩B)= P(C) + P(B) -P(C∪B)

In this case, considering the definition of the complementary event and its probability, the probability that a chef likes NEITHER of carrots and broccoli is calculated as:

P [(C∪B)']= 1- P(C∪B)

In this case, the probability of those who like neither is 0.22

0.22= 1 - P(C∪B)

Solving

0.22 - 1= - P(C∪B)

-0.78= - P(C∪B)

- (-0.78)= P(C∪B)

0.78= P(C∪B)

Now, remembering that P(C∩B)= P(C) + P(B) -P(C∪B), you get:

P(C∩B)= 0.13 + 0.72 -0.78

Solving:

P(C∩B)= 0.07=  7%

Finally, the probability of those who like both is 0.07 or 7%.

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Answer:

may be 3549 cube inch while rounded up.