I don't understand help​

the likelihood of the arbitrary(random) number generator producing a 6 is 1/10 or 0.1. 

A uniform distribution may be a likelihood distribution in which all conceivable results are similarly likely.

Within the case of an arbitrary number generator that creates numbers irregular numbers between and 9 comprehensive taking after a uniform distribution, each number has the same likelihood of being produced, which is 1/10 (or 0.1).

This implies that the likelihood of producing any particular number, such as 6, is additionally 1/10 (or 0.1).

The concept of a uniform distribution is imperative in insights and likelihood hypothesis since it permits us to demonstrate circumstances where we have no reason to accept that any specific result is more likely than any other result.

For illustration, in case we were rolling a reasonable six-sided pass on, we would anticipate each number to be similarly likely to come up.

In rundown, the uniform distribution could be a simple but imperative concept in the likelihood hypothesis, and it is regularly utilized to demonstrate circumstances where all results are similarly likely.

Within the case of an arbitrary number generator that creates numbers arbitrary numbers between and 9 comprehensive taking after a uniform distribution, each number has the same likelihood of being produced, which is 1/10 (or 0.1). 

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Answer:

x= -9, x=9

Step-by-step explanation:

hope i helped if i did it wrong lmk i can try doing it better

Answer:

Step-by-step explanation: gay

Answer:

=x2−5x+1

Step-by-step explanation:

Explanation:

The given limit notation means we're approaching x = 3 from the left side. So start at say x = 0 and approach x = 3. We don't actually get to x = 3 itself, but instead just get closer and closer. Note how y gets closer to y = 1.5

The characteristic of a binomial experiment is that the trials are independent. This means that the outcome of one trial does not affect the outcome of any other trial. Additionally, at least two outcomes are possible in a binomial experiment.

A binomial experiment is a statistical experiment that has the following characteristics: the experiment consists of a fixed number of trials, each trial has only two possible outcomes (success or failure), the trials are independent, the probability of success remains constant for each trial, and the outcome of one trial does not affect the outcome of any other trial.

The characteristic that the probability of success remains constant is known as the "fixed probability" or "fixed success rate" characteristic. This means that the probability of success is the same for each trial and does not change based on the outcome of any previous trial. This is an important characteristic of a binomial experiment, as it allows for the calculation of probabilities using simple formulas.

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The percent probability that the item is bound as a paper pad is 68%.

The probability that a graph paper item selected at random is bound as a paper pad can be found as follows:First, the total number of graph paper items should be determined.

There are 60 graph spiral notebooks and 125 graph paper pads, for a total of 60 + 125 = 185 graph paper items.

Next, the number of graph paper items that are bound as paper pads should be determined.

There are 125 graph paper pads, so the probability of selecting a graph paper item that is bound as a paper pad is:125 / 185 = 0.68 (rounded to two decimal places)

Therefore, the percent probability that the item is bound as a paper pad is 68%.

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Answer:

A. y=3/2x

B. y=3/2x

C. 18

i did this with my sister

Answer:

this is kind of confusing, i'll edit my answer. how many cups of flour for every 2 eggs?

Step-by-step explanation:

Option B) George's arrival changes the mood because he complains that Beneatha is giving them a lecture on their African past

In Act 2 of A Raisin in the Sun, George Murchison's arrival changes the mood of the scene as he complains that Beneatha is giving them a lecture on their African past. George's comments create tension and conflict among the characters, particularly with Beneatha, who is exploring her African heritage. His attitude towards Beneatha's interest in her roots is dismissive and condescending, which generates discomfort and disagreement among the characters. George's arrival highlights the cultural differences between him and the Younger family and demonstrates the generational and ideological divides within the African American community. Thus, his presence is a catalyst for revealing deeper tensions and conflicts within the play.

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Complete question:

How does the arrival of George Murchison change the mood of the scene?

A) George's arrival changes the mood because he doesn't take part in the dance

B) George's arrival changes the mood because he complains that Beneatha is giving them a lecture on their African past

C) George's arrival changes the mood because he was rich, and they didn't like that a rich white person was in their house

D) George's arrival changes the mood because he had a gun

Solving these is about doing the opposite of what's being done to the variable.

64 = 4e

In this one, you have 4 times e.  To do the opposite of multiplying by 4, you need to divide by 4.

    64/4 = e

        16 = e

3x =102

This has 3 times x.  Again, the opposite of multiplying by 3 is dividing by 3.

    3x = 102

      x = 102/3 = 34

t + 28 =51

Here you have 28 added to t.  The opposite of adding is subtracting, so subtract 28 from both sides.

    t + 28 = 51

            t = 51 - 28 = 23

r - 10 = 30

Now you have 10 being subtract from r, so the opposite would be to add 10.

    r - 10 = 30

           r = 30 + 10 = 40

p - 11 = 39

Again, since we have "–11", we need to add 11 to both sides.

    p - 11 = 39

          p = 39 + 11 = 50

61 = 28 + n

If we have 28 added to n, then we need to subtract 28.

         61 = 28 + n

  61 - 28 = n

         33 = n

95 = 5k

The opposite of multiplying by 5 is dividing by 5.

     95 = 5k

  95/5 = k

      19 = k

So it's just seeing what's being done and doing the opposite.

Answer:

3x - 1 = 6x - 7

x = 2

Explanation and Check part below

Hope this helps :)

Step-by-step explanation:

1. To solve it, first get the variable on same side.

3x - 1 = 6x - 7

- 3x - 3x

- 1 = 3x - 7

2. Isolate the variable by doing the inverse operation which is in this case addition (adding 7).

- 1 = 3x - 7

+ 7 + 7

6 = 3x

3. Isolate variable by doing the inverse operation which is in this case division (dividing by 3).

6 = 3x

3 3

2 = x

OR

x = 2

Check:

1. Substitute x with 2 and solve.

3(2) - 1 = 6(2) - 7

6 - 1 = 12 - 7

5 = 5

True statement.

Answer:

k=84

Step-by-step explanation:

k= 4 x 21

K= 84

This is self explanatory.

Given:

K = 4 TIMES 21

Which means -

K = 4*21

  = 84

which is equal to 84

Answer:

26. 1/2

27. 1/4

28. 25

29. 20

Answer:

26) 50% or 1/2   27) 25% or 1/4   28) 25 times   29) 20 times

Step-by-step explanation:

26) A is divided in half of the pie graph, where B and C make up the other half, but you are only concerned about A, so it is half of 100%. 100% / 2 = 50%

27) B and C make up the other half of the pie chart. B is half of the half, so that means (1/2) / 2 or (1/2)*(1/2) which equals 1/4. 1/4 times 100 = 25%.

28) From question 26, you are expected to land on A 50% of the time. So 50% of 50 times is equal to 25 times. 50% of something is equal to 1/2 of something, so you divide 50/2 or multiply 50 * (1/2)

29) From question 27 B and C make up the other half of the pie chart. If B is 1/2 of 1/2, so is C, meaning that you have an equal chance of landing C as you have a chance of landing on B - 25% or 1/4. If you spin 300 times, you calculate 25% or 1/4 of 300. To do that you either multiply 300* (1/4) or do 300 / 4.

Answer:

f of 5 equals negative 1

Step-by-step explanation:

equation- f(x) = -x + 4

f(5) = -5 + 4

f(5) = -1

Answer:

f(5)=-1

Step-by-step explanation:

The two column proof is written as follows

Statement                                                           Reason

line LQ || Line NP                                   given

< Q is congruent to < N                         Alternate interior angles

< L is congruent to < P                           Alternate interior angles

< LMQ is congruent to < PMN               Vertical angle theorem

Δ LMQ similar Δ PMN                            Definition of similar triangles

Similar triangles are triangles that have the same shape but may differ in size. In other words, they have the same angles but their sides may be of different lengths.

If two triangles are similar, it means that their corresponding angles are equal, and their corresponding sides are in proportion to each other.

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\(\cos(40^o )=\cfrac{\stackrel{adjacent}{x}}{\underset{hypotenuse}{6}}\implies 6\cos(40^o )=x\implies 4.596\approx x\)

Make sure your calculator is in Degree mode.

Answer:

167

Step-by-step explanation:

By BODMAS rule,

13 + 14 x 11

= 13 + ( 14 x 11 )

= 13 + 154

= 167

Note : -

B - Brackets

O - Of

D - Division

M - Multiplication

A - Addition

S - Subtraction

Answer:

\(\boxed{m} = - \frac{2}{3} \)

Step-by-step explanation:

\(in \: other \: to \: get \: the \: slope \: of : \\ 2x+3y= –12 \\ the \: equation \: needs \: to \: be \: in \: the \: form : \\ y = mx + c \\ \\ where \: m \: is \: the \: slope \\ hence : \\ 2x + 3y = - 12 \\ 3y = - 2x - 12 \\ y = - \frac{ 2}{3} x - 4 \\ therefore \: the \: slope \: \boxed{m} = - \frac{2}{3} \)

♨Rage♨

Answer:

f(-3) = -3

Step-by-step explanation:

f(x) = 2x +3

Let x = -3

f(-3) = 2*-3 +3

     = -6+3

     = -3

Answer:

-3

Step-by-step explanation:

1. Subsitute x for -3

2. multiply 2(-3) = -6

3. add -6 +3

4. f(-3) is -3

Step-by-step explanation:

in an arithmetic sequence any new term is created by adding a defined constant to the previous term.

a1 = 2

the defined constant to be added = common difference = a2 - a1 = 11

so,

a2 = 2 + 11 = 13

a3 = a2 + 11 = a1 + 2×11 = 2 + 22 = 24

a4 = a3 + 11 = a1 + 3×11 = 2 + 33 = 35

Step-by-step explanation:

correct answer of this question is option C 19

please mark my answer as brain list and also vote me

Answer:

C

Step-by-step explanation:

i had a test with this question

ANSWER

EXPLANATION

We have to find the equation of the line perpendicular to the given line:

and passes through the point (-8, 6)

A line perpendicular to another line has a slope that is the negative inverse of the line.

The slope of the given line is 3/4, so the slope of the line we are looking for is -4/3

Now, we use the point slope method to find the equation:

y - y1 = m(x - x1)

where m = slope

(x1, y1) = point the line passes through

So, we have:

That is the equation of the line.

The number sentence to find how many people are on all the buses is 7 x10 = ?. (Option C)

A number sentence refers to an equation or inequality which expresses using numbers and mathematical symbols. Examples of number sentences include 32 + 57 = ? or 5 x 6 = ?. In the given situation, Jack sees 7 buses and each bus has 10 people on it. In order to determine the total number of buses on all the buses, multiplication operation is used. Multiplication, one of the four basic mathematical operations of arithmetic, refers to an operation that represents the basic idea of repeated addition of the same number. Hence, it is used to combine groups of equal sizes. As in the given case, the group of equal size i.e., the number of people on each bus is seen in 7 buses, the total number of people would be the product of two and would be represented by 7 x10 = ?.

Note: The question is incomplete. The complete question probably is: Jack sees 7 buses. Each bus has 10 people on it. Which number sentence can be used to find how many people are on all the buses? A. 7 + 10 = ? B. 10 – 7 = ? C. 7 x10 = ? D. 10 ÷ 7 = ?

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Answer:

Slope is -2/5 and y-intercept is -1/3

Step-by-step explanation:

To get the slope, we pick any two points and apply the slope formula

The slope formula is;

m = (y2-y1)/(x2-x1)

To get the slope, we select any two points

That will be;

(-3/4, -1/30) and (1/4,-13/30)

Substituting these in the slope formula, we have:

m = (-13/30 + 1/30)/(1/4 + 3/4)

m = 12/30 = -2/5

Generally, the equation of a straight line is;

y = mx + b

m is slope and b is the y-intercept

We already have the slope, to get the y-intercept, we select any of the points

-3/5 = -2/5(2/3) + b

= -3/5 + 4/15 = b

b = (-9 + 4)/15 = -5/15 = -1/3

Slope is -2/5 and y-intercept is -1/3

Answer:

A

Step-by-step explanation:

The slope is -2/5, and the y-intercept is -1/3.

This question is vague and has no true answer. You could consider a caveman counting rocks, Pythagoras applying his theorem, or Newton impacting physics.

answer:

step by step explanation:

(4,8); y = 2x — 4 = ?

The correct expression to find the volume of a rectangular prism is D. (3 × 6) × 15 = 270 in.3.

Expression is a word, phrase, or gesture that conveys an idea, thought, or feeling. It is an outward representation of an emotion, attitude, or opinion. Expressions can be verbal, physical, or written. They can also take the form of art, music, or dance. Expression is used to communicate and express emotions, thoughts, and ideas. It can be a powerful tool to create a connection with others and build relationships.

The correct expression to find the volume of a rectangular prism is D. (3 × 6) × 15 = 270 in.3. This expression involves multiplying the length, width, and height of the rectangular prism in order to calculate the total volume. In this case, the length is 3, the width is 6, and the height is 15. If these values are multiplied together, the result is 270 in.3, which is the total volume of the rectangular prism.

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Answer:

312

Step-by-step explanation:

120x0.4=48

48x3=144

120x0.7=84

84x2=168

168+144=312

Answer:c

Step-by-step explanation:

Answer:

hello, sorry i'm late, your answer would be: option b, y/x = 2/3

Step-by-step explanation:

proof:

Answer:

Hope this helps

Step-by-step explanation:

Solving an inequality is using things like <, and >. Equations don’t use things like those

Answer:

Solving an inequality is different from solving an equation because an inequality involves a range of possible solutions, while an equation involves finding a specific value for the variable that makes the equation true.

When solving an equation, the goal is to find the value of the variable that makes the equation true. This is typically done by performing a series of operations on both sides of the equation to isolate the variable on one side of the equation. The solution is a specific number that satisfies the equation.

On the other hand, when solving an inequality, the goal is to find the range of values that make the inequality true. This is typically done by performing a series of operations on both sides of the inequality to isolate the variable on one side of the inequality. However, the solution to an inequality is a range of values, rather than a single value.

For example, if you were solving the equation x + 3 = 7, you would find that the solution is x = 4. This is a specific value that makes the equation true.

If you were solving the inequality x + 3 < 7, you would find that the solution is x < 4. This is a range of values that makes the inequality true, including all values less than 4.