A 6-sided die with faces labeled1 to 6 will be rolled once.
The 6 possible outcomes are listed below.
Note that each outcome has the same probability.

Complete parts (a) through (c). Write the probabilities as fractions.
(chart attached below)
(a) Check the outcomes for each event below. Then, enter the probability of the event.
(b) P(A) + P(B) -P(A and B)=
(c) Select the answer that makes the equation true.
P(A) +P(B) - P(A and B)=

Answer: ask a parent or a teacher and read you paragraph again

Step-by-step explanation:

A good practice to remember when adding transitions to a presentation is to ensure that they are purposeful, consistent, and enhance the overall flow of the presentation.

Purposeful: Use transitions to guide the audience through your key points and ideas, making sure they complement the content and contribute to the overall message.
Consistent: Maintain a consistent style of transitions throughout your presentation to maintain a cohesive look and feel. Avoid using too many different types of transitions, as this may be distracting.
Enhance flow: Transitions should help create a smooth flow between slides and ideas, making it easy for the audience to follow your presentation. Avoid using abrupt or overly flashy transitions that may interrupt the natural progression of your content.

finally, Test your presentation with the transitions to make sure they enhance the overall flow and comprehension of your message.

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Answer: The answer is 5. The denominator.

Step-by-step explanation:

Answer: No

Step-by-step explanation:

     If we rotate them so they are both facing the same direction, the congruency between sides and angles do not make the two triangles congruent as a whole.

    See attached for the pictures I drew of the triangles rotated. They are not to scale, but I kept the markings on.

The remaining Kit volume in the syringe is sufficient to correct the dose to 20 mCi.

To solve this problem, we can use the concept of radioactive decay and the decay factor. Here's how we can calculate the required volume to correct the dose:

Determine the initial activity of the kit:

Initial activity = 180 mCi

Calculate the decayed activity at 9:30 (after 1.5 hours):

Decay factor = 0.841

Decay activity = Initial activity * Decay factor

Calculate the remaining activity after withdrawing 20 mCi at 8 am:

Remaining activity = Initial activity - 20 mCi

Calculate the remaining activity at 9:30:

Remaining activity at 9:30 = Remaining activity * Decay factor

Calculate the desired activity at 9:30 (20 mCi):

Desired activity at 9:30 = 20 mCi

Calculate the volume needed to achieve the desired activity:

Volume needed = Desired activity at 9:30 / Remaining activity at 9:30 * Volume at 9:30

Calculate the remaining volume at 9:30:

Remaining volume = Volume at 8 am - Volume withdrawn - Volume accidentally discharged

Calculate the volume that needs to be added:

Volume to be added = Volume needed - Remaining volume

Let's perform the calculations step by step:

Determine the initial activity of the kit:

Initial activity = 180 mCi

Calculate the decayed activity at 9:30 (after 1.5 hours):

Decay factor = 0.841

Decay activity = 180 mCi * 0.841 = 151.38 mCi

Calculate the remaining activity after withdrawing 20 mCi at 8 am:

Remaining activity = 180 mCi - 20 mCi = 160 mCi

Calculate the remaining activity at 9:30:

Remaining activity at 9:30 = 160 mCi * 0.841 = 134.56 mCi

Calculate the desired activity at 9:30 (20 mCi):

Desired activity at 9:30 = 20 mCi

Calculate the volume needed to achieve the desired activity:

Volume needed = (Desired activity at 9:30 / Remaining activity at 9:30) * Volume at 9:30

Volume at 9:30 = Remaining volume = 30 ml - (30 ml / 2) = 15 ml

Volume needed = (20 mCi / 134.56 mCi) * 15 ml = 2.236 ml

Calculate the remaining volume at 9:30:

Remaining volume = 30 ml - (30 ml / 2) = 15 ml

Calculate the volume that needs to be added:

Volume to be added = Volume needed - Remaining volume = 2.236 ml - 15 ml = -12.764 ml

Since the calculated volume to be added is negative, it means that no additional volume is required. The remaining Kit volume in the syringe is sufficient to correct the dose to 20 mCi.

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Answer:

It is not a function

Step-by-step explanation:

A function is a rule from x to y that applies to all elements of x. Every element of x should have one image only.

Here, element "1" has two images 3 and 7. Therefore it's not a function.

Answer:

11/19

Step-by-step explanation:

Total Balls= 19

Balls not tennis ball= 19-8= 11

Probability= 11/19

Answer: (2x+11)(x+1)

Step-by-step explanation: 2x  2  +11x+2x+11 then x(2x+11)+(2x+11) and that should get you to (2x+11)(x+1)

Hope this helped :))

Answer:

a. \(\tt \frac{1}{9}\)

b. \(\frac{1}{16}\)

c. 4

Step-by-step explanation:

\(\tt a. \:3^{-2}\)

We can use the negative exponent rule, which states that \(\boxed{\tt a^{-n} = \frac{1}{a^n}}\) So, we have:

\(\tt 3^{-2} = \frac{1}{3^2} = \frac{1}{9}\)

\(\hrulefill\)

\(\tt b.\: -2^{-4}\)

We can use the rule that \(\boxed{\tt -a^{-n} = (-1)^n \cdot a^n}.\) So, we have:

\(\tt -2^{-4} = (-1)^4 \cdot 2^{-4} = 1 \cdot \frac{1}{2^4} = \frac{1}{16}\)

\(\hrulefill\)

\(\tt c. \:(\frac{1}{2})^{-2}\)

We can use the negative exponent rule, which states that \(\boxed{\tt a^{-n} = \frac{1}{a^n}}\). So, we have:

\(\tt (\frac{1}{2})^{-2} = \frac{1}{(\frac{1}{2})^2} = \frac{1}{\frac{1}{4}} = 4\)

Answer:

Step-by-step explanation:

(a) 3^-2 = 1/9

(b) (-2)^-4 = 1/(-2)^4 = 1/16

(c) (1/2)^-2 = 1/(1/2)^2=1 / 1/4 = 4

In this problem, we have an exponential decay function of the form

where

y is the area in km2

x is the number of years

a=3,800 km2 (initial value)

r=6.25%=6.25/100=0.0625

substitute given values

For x=12 years

substitute

therefore

Answer:

f(-3)

f(a) = -2a² - 5a + 4

Substitute a with its value, -3

f(-3) = -2(-3²) - 5(-3) + 4

f(-3) = -2(9) + 15 + 4

f(-3) = -18 + 19

f(-3) = 1

the value of f(-3) is 1.

Step-by-step explanation:

please mark me as brainlest

Answer:

i need help with the same thing but no one cares

Step-by-step explanation:

Answer:

The answer is in the photo

Hope i helped. :)

Btw it was cut off

Step-by-step explanation:

Answer:

x= 20

Step-by-step explanation:

5.70x3x=17.1x

17.1x+4.05x=21.15x

21.15x=423

423/21.15=20

x=20

Hope this is the answer you were looking for.

It's asking  would not be a solution soo

(-10, -9) as you can see

You're welcome thank me later

To ensure that an extraneous variable is just as likely to affect one experimental group as it is to affect the other group, the experimental design should use random assignment to assign participants to either the experimental group or the control group. This helps to balance out any potential differences between the groups that might be caused by the extraneous variable, and it makes it more likely that any differences between the groups that are observed can be attributed to the independent variable being studied.

Any variable that you are not examining but which has the potential to influence the dependent variable in your research study is referred to as an extraneous variable. Confounding variables are a particular kind of unrelated variable that influence both the dependent and independent variables.

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The set of ordered pairs above: is a function.

The mapping diagram above: is a function.

y = x²: is a function.

The table above: is not a function.

In Mathematics and Geometry, a function is a mathematical equation which is typically used for defining and representing the relationship that exists between two or more variables such as an ordered pair.

Based on the set of ordered pairs, mapping diagram, and the equation above, we can reasonably infer and logically deduce that it represent a function because the input values (domain, x-value, or independent values) are uniquely mapped to the output values (range, y-value or dependent values).

In this context, we can reasonably infer and logically deduce that the table does not represent a function because the input value (-1) has more than output values (2 and 4 respectively).

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Answer:

you see

Step-by-step explanation:

The best estimate of how much she will spend on movies and eating out is given as follows:

$162.

The best estimate of how much she will spend on movies and eating out is obtained applying the proportions in the context of the problem.

The percentages associated with movies and eating out are given as follows:

The amount that she has left is given as follows:

$300.

Hence the best estimate of how much she will spend on movies and eating out is obtained as follows:

(0.3 + 0.24) x 300 = 0.54 x 300 = $162.

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We can be 98% confident that the true population mean difference score falls within this interval. We can conclude that there is some evidence that the mean difference score is positive

What is the confidence interval?

A confidence interval refers to an interval such that there is a probability that the value of a parameter lies within that interval.

a. To test whether the difference in scores is significant or not, we need to conduct a one-sample t-test on the sample of difference scores.

The null hypothesis is that the mean difference score is zero (i.e., there is no significant difference in performance between the two tests), and the alternative hypothesis is that the mean difference score is not zero (i.e., there is a significant difference in performance between the two tests).

We can use the following formula to calculate the t-statistic:

\(t = (MD - 0) / (SD_d / \sqrt(n))\)

where MD is the mean difference score, SD_d is the standard deviation of the difference scores, and n is the sample size.

Plugging in the values, we get:

t = (4.8 - 0) / (10.1 / √(19)) = 1.79

The degrees of freedom for this test is n-1=18. Using a two-tailed test and a significance level of alpha=0.02, the critical t-value is ±2.878. Since our calculated t-value (1.79) is smaller in absolute value than the critical t-value, we fail to reject the null hypothesis.

There is insufficient evidence to conclude that there is a significant difference in performance between the two tests.

b. To calculate a 98% confidence interval for the average difference score, we can use the following formula:

\(CI = MD \pm t(\alpha/2, n-1) \times (SD_d / \sqrt(n))\)

where MD, SD_d, and n are the same as before, and t(α/2, n-1) is the t-value for the specified confidence level (98%) and degrees of freedom (18).

Plugging in the values, we get:

CI = 4.8 ± 2.878 * (10.1 / √(19)) = (-0.42, 10.02)

Therefore, we can be 98% confident that the true population mean difference score falls within this interval. We can conclude that there is some evidence that the mean difference score is positive (i.e., the students performed better on the first test than on the second test), but we cannot rule out the possibility that the true mean difference score is zero or even negative.

Therefore, we can be 98% confident that the true population mean difference score falls within this interval. We can conclude that there is some evidence that the mean difference score is positive

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Answer:

41%

Step-by-step explanation:

Start by adding up all hospital workers: 112 + 78 = 190 (total)

To find the percentage of those total workers that are female, divide the amount of female workers by the total: 78/190 = 0.41 = 41%

Answer:

41%

Step-by-step explanation:

Add the number of men and women to get the total number: 190. The number of women, 78, so divide 78 by 190 (78/190) to get .4105. Then multiply by 100 to convert it to a percentage and you have 41%.

1) Do you agree with Isabelle and Doug's thinking?

Isabelle and Doug used fractions to express their reasoning. Comparing fractions is the best way to find the answer.

2) Is Isabelle and Doug's strategy accurate?

Doug is right because he's comparing the number of cups contracted against the total. Isabella is not correct because she is comparing part against part.

3) Did Isabelle and Doug answer the question?

No, they did not answer the question because they need to compare all the containers and are only looking at container B

The probability that the basketball player makes 0 shots out of 3 is 0.343, or 34.3%. This can be calculated by using the binomial probability formula.

To calculate the probability of any outcome of a binomial experiment, use the formula: P(x) = nCx * px * (1-p)n-x, where n is the number of trials, x is the number of successes, and p is the probability of success in any one trial.

The Binomial Probability formula is

In this case, n = 3, x = 0, p = 0.39, and (1-p) = 0.61. Plugging these values into the formula, we get

P(x) = 3C0 * \(0.39^0\) * 0.61³

= 0.343.

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Answer:

Probability = 4%

Step-by-step explanation:

For each answer, there are only two possible outcomes. Either it is correct, or it is not. The probability of an answer being correct is independent of other answers. So we use the binomial probability distribution to solve this question.

Binomial probability distribution

The binomial probability is the probability of exactly x successes on n repeated trials, and X can only have two outcomes.

\(P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}\)

In which \(C_{n,x}\) is the number of different combinations of x objects from a set of n elements, given by the following formula.

\(C_{n,x} = \frac{n!}{x!(n-x)!}\)

And p is the probability of X happening.

Each question has 5 possible answer:

The person guesses, so \(p = \frac{1}{5} = 0.2\)

2 questions:

This means that \(n = 2\)

Find the probability that both responses are correct.

This is P(X = 2).

\(P(X = x) = C_{n,x}.p^{x}.(1-p)^{n-x}\)

\(P(X = 2) = C_{2,2}.(0.2)^{2}.(0.8)^{0} = 0.04\)

As a percent:

Probability = 4%

The value that of the expression when n= -3 as in the task content is; Choice D; -9; First step is 3(2).

It follows from the task content that the value of the expression can be determined as follows;

n² - 3(2) + 4n

= n² - 6 + 4n

= (-3)² - 6 +4(-3)

= 9 -6 -12

= -9.

Ultimately, the first step by PEMDAS guidelines is; 3(2) and the correct choice is D.

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Answer:

4/7

Step-by-step explanation:

I think this is the awnser

Based on the definition of the midpoint of a line segment, the length of QS is calculated as: 25 units.

When a point lies on a line segment in such a way that it bisects the line into two equal halves, that point is said to be the midpoint of that line segment.

In the image attached below, on line segment QS, R bisects QS into two equal halves because it is the midpoint of segment QS.

Given that segment QR = 12.5, this means that it is half of the line segment QS.

Therefore:

Length of QR = 12.5

Length of QR = 1/2(length of QS)

Thus:

12.5 = 1/2(length of QS)

Multiply 2 by both sides

2(12.5) = length of QS

25 = length of QS

Length of QS = 25 units.

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The graph of a proportional relationship can be described as a graph that always starts at point zero and is always a straight line graph.

A straight line graph is defined as the type of graph that is also called a linear graph which shows a relationship between two or more quantities that uses a graphical form of representation.

There are some characteristics that shows that a graph is of proportional relationship which include the following:

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The coordinates of the y-intercept are (0, 3.5) and the coordinates of the x-intercepts are (-17.5, 0). Using these coordinates, the graph of the equation is shown below.

From the question, we are to graph the given linear equation.

To graph the equation,

We will determine the coordinates of the x-intercepts and y-intercepts.

When x = 0

y = 1/5x + 3.5

y = 1/5(0) + 3.5

y = 3.5

(0, 3.5)

When y = 0

y = 1/5x + 3.5

0 = 1/5x + 3.5

Multiply through by 5

0 = x + 17.5

x = -17.5

(-17.5, 0)

Using the coordinates of the x-axis and y-axis, the graph of the equation is shown below.

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