Answer: [tex]\frac{n-m}{n}[/tex]
This is the same as writing (n-m)/n
Don't forget about the parenthesis if you go with the second option.
==================================================
Explanation:
The probability that she wins is m/n, where m,n are placeholders for positive whole numbers.
For instance, m = 2 and n = 5 leads to m/n = 2/5. This would mean that out of n = 5 chances, she wins m = 2 times.
The probability of her not winning is 1 - (m/n). We subtract the probability of winning from 1 to get the probability of losing.
We could leave the answer like this, but your teacher says that the answer must be "in the form of a combined single fraction".
Doing a bit of algebra would have these steps
[tex]1 - \frac{m}{n}\\\\\frac{n}{n} - \frac{m}{n}\\\\\frac{n-m}{n}\\\\[/tex]
and now the expression is one single fraction.
PLEASE HELP ASAP!!!!
Use the graph of ƒ to find x if ƒ(x) = 2.
x = –0.5
x = –8
(–∞, –0.5)
x = 0.5
Answer:
[tex]{ \tt{f(x) = 2}} \\ when \: y = 2 \\ { \bf{x = - 0.5}}[/tex]
There are 24 students in a class. Three new students join the class. Work out the percentage change in the number of students in the class.
Answer:
12.5% increase
Step-by-step explanation:
To find the percentage increase ( students joined)
Take the new number minus the original amount
There are 27 students in the class after 3 joined
27 - 24 = 3
Divide by the original amount
3/24 = 1/8 = .125 = 12.5%
Answer:
12.5%
Step-by-step explanation:
Intial number = 27
Final number = 24 + 3 = 27
Percentage change :-
% change = 3/24 × 100 % change = 100/8 % Change = 25/2 % change = 12.5 %Match the measures of each angle
(05.06 LC)The net of an isosceles triangular prism is shown. What is the surface area, in square units, of the triangular prism?
Three rectangles are shown, one below the other. The middle rectangle has a width of 6 units, and, along each width, is a triangle with a height of 4 units. The length of the lowermost rectangle is 8 units and its width is 5 units.
104 units²
132 units²
152 units²
168 units²
Answer:
C. 152 units²Step-by-step explanation:
Total surface area is the area of the net.
The rectangles have area:
8*(5 + 6 + 5) = 128 units²The triangles have area:
2*(1/2*6*4) = 24 units²Total area is:
128 + 24 = 152 units²Correct choice is C
Answer:
C. 152 square units
Step-by-step explanation:
I'll do the rectangles first because they are the easiest.
8(5)=40. There are 2 of those rectangles, so multiply by 2: 80.
6(8)=48. Add that to 80, you get 128.
The two triangles actually make a rectangle, so to save work, just multiply the base by the height: 6(4). You get 24.
Add them all up, and you get 152.
Hope this helps!
will give BRAINLIEST ! plz help
Triangle ABC has A (-3, 6), B (2, 1), and C (9, 5) at its vertices.
The length of side AB is
A. (50)^1/2
B. (65)^1/2
C. (105)^1/2
D. (145)^1/2
units.
The length of side BC is
(one of the above options)
units.
The length of side AC is
(one of the above options)
units.
A. 55.21
B. 85.16
C. 105.26
D. 114.11
Answer:
AB= A. (50)^1/2
BC= B. (65)^1/2
AC= D. (145)^1/2
<ABC≈ 105
Find the domain and range for each of the relations described by the sets of
ordered pairs below.
4. (-1, 2), (2, 51), (1,3), (8, 22), (9,51)
Domain:
Range:
Answers:
Domain = {-1, 2, 1, 8, 9}
Range = {2, 51, 3, 22}
==================================
Explanation:
The domain is the set of allowed inputs of a function. So it's the set of possible x values. We simply list the x coordinates of each point to form the domain.
The range is the set of possible y values or y outputs. So we simply list the y coordinates of the points. We toss out any duplicates. Since order doesn't matter in a set, we can have the values listed any way we want.
Side notes:
This is a function since we don't have any repeated x values between any of the points. This graph passes the vertical line test.This function is not one-to-one because we have y = 51 correspond to multiple x values (x = 2 and x = 9 simultaneously). This graph fails the horizontal line test.hello can you help me with this?
Answer:
x = 25.5
Step-by-step explanation:
suppose RS and MQ are parallel the sum of angle MRS and RMN would be 180 degrees
2x + x + x 78 = 180 add like terms then subtract 78 from both sides
4x = 102 divide both sides by 4
x = 25.5
I had block the instructions but basically it said State what additional information is required in order to know that the triangles in the image below are congruent for the reason given.
Answer:
Segment XY congruent to Segment IJ is required.
Step-by-step explanation:
It's asking for Side-Angle-Side postulate and you already have a side and an angle. WX=HI and <x=<I. Order matters, so the angle should be directly between the first set of segments and the second.
the first 4 questions
Answer:
(3)(4)(4)(2)Step-by-step explanation:
1.
7 > 0.7 > 0.07 > 0.007
2.
5h - 15hg
taking 5h common
5h (1 - 3g)
3.
5(2x- 1) = 35
dividing both sides by 5
2x - 1 = 7
2x = 7 + 1
2x = 8
x = 4
4.
if x is an odd number x + 2 will also be odd.
for example
11 is an odd number
on adding 2 we get 13 which is also an odd number.
Please help! will give brainly
Answer:
5/6
Step-by-step explanation:
first form numerator you will multiply by π it means 3.14 multiply 11
the answer equals 34.54 ..and then you will use √ it means square root....so the answer is 5
the annwer is
5/6
Answer:
Step-by-step explanation:
[tex]\frac{11\pi }{6}[/tex] = 11 × [tex]\frac{\pi }{6}[/tex] = (12 - 1) × [tex]\frac{\pi }{6}[/tex]
The terminal point located in IV quarter ⇒ x-coordinate is positive and y-coordinate is negative.
(x, y) = ( [tex]\frac{\sqrt{3} }{2}[/tex] , - [tex]\frac{1}{2}[/tex] )
HELP PLEASE 50 points !!! Given a polynomial function describe the effects on the Y intercept, region where the graph is increasing and decreasing in the end behavior when the following changes are made make sure to account for even and odd functions
When f(x) becomes -f(x)+ 2
When f(x) becomes f(x+3)
Even function:
A function is said to be even if its graph is symmetric with respect to the , that is:
Odd function:
A function is said to be odd if its graph is symmetric with respect to the origin, that is:
So let's analyze each question for each type of functions using examples of polynomial functions. Thus:
FOR EVEN FUNCTIONS:
1. When becomes
1.1 Effects on the y-intercept
We need to find out the effects on the y-intercept when shifting the function into:
We know that the graph intersects the y-axis when , therefore:
So:
So the y-intercept of is one unit less than the y-intercept of
1.2. Effects on the regions where the graph is increasing and decreasing
Given that you are shifting the graph downward on the y-axis, there is no any effect on the intervals of the domain. The function increases and decreases in the same intervals of
1.3 The end behavior when the following changes are made.
The function is shifted one unit downward, so each point of has the same x-coordinate but the output is one unit less than the output of . Thus, each point will be sketched as:
FOR ODD FUNCTIONS:
2. When becomes
2.1 Effects on the y-intercept
In this case happens the same as in the previous case. The new y-intercept is one unit less. So the graph is shifted one unit downward again.
An example is shown in Figure 1. The graph in blue is the function:
and the function in red is:
So you can see that:
2.2. Effects on the regions where the graph is increasing and decreasing
The effects are the same just as in the previous case. So the new function increases and decreases in the same intervals of
In Figure 1 you can see that both functions increase at:
and decrease at:
2.3 The end behavior when the following changes are made.
It happens the same, the output is one unit less than the output of . So, you can write the points just as they were written before.
So you can realize this concept by taking a point with the same x-coordinate of both graphs in Figure 1.
FOR EVEN FUNCTIONS:
3. When becomes
3.1 Effects on the y-intercept
We need to find out the effects on the y-intercept when shifting the function into:
As we know, the graph intersects the y-axis when , therefore:
And:
So the new y-intercept is the negative of the previous intercept shifted one unit upward.
3.2. Effects on the regions where the graph is increasing and decreasing
In the intervals when the function increases, the function decreases. On the other hand, in the intervals when the function decreases, the function increases.
3.3 The end behavior when the following changes are made.
Each point of the function has the same x-coordinate just as the function and the y-coordinate is the negative of the previous coordinate shifted one unit upward, that is:
FOR ODD FUNCTIONS:
4. When becomes
4.1 Effects on the y-intercept
In this case happens the same as in the previous case. The new y-intercept is the negative of the previous intercept shifted one unit upward.
4.2. Effects on the regions where the graph is increasing and decreasing
In this case it happens the same. So in the intervals when the function increases, the function decreases. On the other hand, in the intervals when the function decreases, the function increases.
4.3 The end behavior when the following changes are made.
Similarly, each point of the function has the same x-coordinate just as the function and the y-coordinate is the negative of the previous coordinate shifted one unit upward.
can someone help please ? i’ve completed a and got (x-3)(x+1) but cant figure out b. thank u :)
Answer:
the answer is probably complicated but this is POSSIBLY similar to your problem
Step-by-step explanation:
x^2 - 1x - 3x + 3
x^2 - 4x + 3
prime factor of 8 and prime factor of 12
Answer:
2
Step-by-step explanation:
a prime factor is a factor that is a prime number
a prime number is a number that will have a fraction in the quotient if it's divided by any number other than itself
2 is the only prime factor shared between 8 and 12
Find the Value of x.
Answer:
x = 91
Step-by-step explanation:
Opposite angles of an inscribed quadrilateral are supplementary.
x + 89 = 180
x = 91
number of ways you can wear 10 outfits to school each day in a 5 day week
Answer:
1 day=10outfits
5days=10outfits×5
=50outfits
Step-by-step explanation:
hope this is helpful
Based on the calculation, you can wear the 10 outfits in 50 different ways throughout the week.
How to calculate the number of waysTo calculate the number of ways you can wear 10 outfits to school each day in a 5-day week, you need to consider the total number of outfits across all days. Since there are 10 outfits and 5 days, the total number of outfit combinations can be calculated by multiplying the number of outfits per day by the number of days:
10 outfits/day × 5 days = 50 outfit combinations
Therefore, you can wear the 10 outfits in 50 different ways throughout the week.
Learn more about permutations
https://brainly.com/question/4658834
#SPJ2
Can someone help me with this math homework please!
Answer:
well I'm not gonna explain it but
#1 is C or the 3rd one (DOMIAN)
#2 is B or the second one (RANGE)
Answer:
DOMAIN OF THE FUNCTION :-
all real numbers
RANGE :-
all real numbers greater than or equal to - 2
as we the graph's vertex is at -2 so basically -2 is the lowest value of the function.
A(3,4) and B(-3,2) are pointd on a coordinate plane. find the coordinate of a points C on the x axis such that AC=BC
Answer:
Step-by-step explanation:
Here's the game plan. In order to find a point on the x-axis that makes AC = BC, we need to find the midpoint of AB and the slope of AB. From there, we can find the equation of the line that is perpendicular to AB so we can then fit a 0 in for y and solve for x. This final coordinate will be the answer you're looking for. First and foremost, the midpoint of AB:
and
Now for the slope of AB:
and
So if the slope of AB is 1/3, then the slope of a line perpendicular to that line is -3. What we are finding now is the equation of the line perpendicular to AB and going through (0, 3):
and filling in:
y - 3 = -3(x - 0) and
y - 3 = -3x + 0 and
y - 3 = -3x so
y = -3x + 3. Filling in a 0 for y will give us the coordinate we want for the x-intercept (the point where this line goes through the x-axis):
0 = -3x + 3 and
-3 = -3x so
x = 1
The coordinate on the x-axis such that AC = BC is (1, 0)
Can any one help me with all these 3 questions? Thank you if you helped :)
Answer: Answer already been answered credits to that person give that person brainliest
Step-by-step explanation:
__1. What is the other term for Q3?
2. What measure of position is divided into four equal parts?
3. How many equal parts is the quartile divided into?
4. How many percentile is equivalent to Q1?
5. What is the other term for Median?
_6. What is the equivalence of D2 to Percentile?
7. What measure of position is divided into 10 equal parts?
_8. What measure of position is divided into 100 equal parts?
9. What is the decile equivalence of P80?
10. What quartile is equivalent to P75?
Answer:
1. The third quartile
2. The quartile
3. Four
4. 25
5. The second quartile, Q₂
6. 20th percentile
7. Decile
8. Percentile
9. D₈
10. The third quartile, Q₃
Step-by-step explanation:
1. The other term(s) for Q₃ is third quartile (or upper quartile). It is the mid point between the distribution's largest number and the median
2. The measure of position divided into four equal parts is the quartile
3. The quartile is the division of the data at three points (Q₁, Q₂, and Q₃) into four equal parts equal parts
4. Q₁, which is the first quartile is equivalent to the 25th percentile
5. The other term for the median is the second quartile, Q₂
6. D₂ which is the second decile (a decile divides the data into 10 equal parts) is equivalent to 20th percentile
7. The decile, D, divides a given data into 10 equal parts
8. The percentile divides a given data into 100 equal parts
9. The decile equivalent to P80, which is the 80th percentile, is D₈
10. The quartile equivalent to P75, which is the 75th percentile or the three quarter mark point of the data is equivalent to the the third quartile, Q₃
help asap please ----------------
Answer:
-1 Not in domain
0 In domain
1 In domain
Step-by-step explanation:
The domain for the square root function is all positive numbers including (0). The domain is the set of real numbers which when substituted into the function will produce a real result. While one can substitute a negative number into the square root function and get a result, however, the result will be imaginary. Therefore, the domain for the square root function is all positive numbers. It can simply be expressed with the following inequality:
[tex]x\geq0[/tex]
Therefore, one can state the following about the given numbers. Evaluate if the number is greater than or equal to zero, if it is, then it is a part of the domain;
-1 => less than zero; Not in domain
0 => equal to zero; In domain
1 => greater than zero: In domain
One number is 9 times another. Their product is 27 times their sum. Find the numbers.
the answer is not 3 btw
Answer:
270 & 30
Step-by-step explanation:
let the number is n,
the equation :
n× 1/9 n= 27(n +1/9 n)
1/9 n² = 27n + 3n
1/9 n² = 30n
1/9n²- 30n = 0
n(1/9n -30)= 0
n = 0 or
1/9n = 30 => n = 30×9 = 270
270 is a number,
the other : 270/9 = 30
An angle measures 42.2° less than the measure of its complementary angle. What is the measure of each angle?
Answer:
x + (x-42.2) = 90
2x - 42.2 = 90
add 42.2 to both sides
2x = 132.2
divide each side by 2
x = 66.1
find the measure of the other angle
66.1 - 42.2 = 23.9
Step-by-step explanation:
Answer:
66.1° and 23.9°
Step-by-step explanation:
Complementary angles are angles that sum up to 90°
So equation : x + x - 42.2 = 90
2x - 42.2 = 90
2x = 132.2
x = 66.1
66.1° is the "other complementary angle"
This angle is 66.1 - 42.2 = 23.9°
If my answer is incorrect, pls correct me!
If you like my answer and explanation, mark me as brainliest!
-Chetan K
Neeeeed helpppppppppp
Answer:
The answer is x = -3.
Step-by-step explanation:
To solve for (x), start by realizing that line segment IJ and line segment JK sum up to line segment IK, which equals 5. These line segments can then be turned into an equation, and the equation will look like [tex]7+x+2x+7=5[/tex].
Next, begin to solve the equation by combining like terms, which will look like [tex]3x+14=5[/tex]. Then, subtract 14 from both sides of the equation, which will look like [tex]3x=-9[/tex], and divide both sides by 3 and simplify, which will look like [tex]x=-3[/tex]. The final answer is x = -3.
$975, and there is 7 percent sales tax on the purchase.
How much is the sales tax?
Answer:
$68.25
Step-by-step explanation:
To get the sales tax, you must notice that the sales tax is 7% of 975.
That is equal to:
975 × 0.07
0.07 is equal to 7%, or [tex]\frac{7}{100}[/tex].
The answer to the equation is 68.25.
identify the unit rate shown in the graph
Choices:
A. 1/3 mile per hour
B. 3 hours per mile
C. 3 miles per hour
D. 4 miles per hour
The answer is C or 3 miles per hour
how is it 3?:
there is a point at 6 and another at 3 all we do is 6 - 3 = 3
Can someone help me with this math homework please!
Therefore, f(c) = 3c+5
OPTION B is the correct answer
Answer:
(B) f(c) = 3c + 5
Step-by-step explanation:
Since variable "c" is the independent variable, that means in terms of y = mx + b, c would be the variable "x".
So that means to rewrite 6c = 2p - 10, you would solve for p, because p would equal y in the formula.
Use basic algebra to solve for p:
6c = 2p - 10
6c + 10 = 2p
3c + 5 = p
p = 3c + 5 or f(c) = 3c + 5
Hope it helps (●'◡'●)
Find the y-intercept of the line: 9x + 3y = -18
(0,-6)
(0,6)
(-2,0)
(3,9)
Answer:
(0,-6)
Step-by-step explanation:
9x + 3y = -18
Solve for y to get equation in slope intercept form
( y = mx + b )
9x + 3y = -18
Subtract 9x from both sides
9x - 9x + 3y = -18 - 9x
3y = -9x - 18
Divide both sides by 3
3y/3 = y
-9x - 18 / 3 = -3x - 6
We're left with y = -3x - 6
The equation is now in y intercept form
y = mx + b where b = y intercept
-6 takes the spot of b therefore the y intercept would be at (0,-6)
There are 15 chairs arranged in a row, in an auditorium. The distance between adjacent chairs is ¼ of a meter. Find the distance between the first and the last chair in the same row.
Answer:
ok so there is 1/4 of a meter between 15 chairs so
1/4*5= 1.25
so there is 1 and a quarter meter between the first and the last
Hope This Helps!!!
Can like someone help me I'm lost-
Answer:
the first graph
Answer:
1st option
Step-by-step explanation:
If the rate of change is constant, then it's always a straight line, so the 1st option, and if you see the graph, you'll see the line is going down at a rate of 1/4, so the slope is 1/4. So the answer to your question will be the 1st option.
Answered by GAUTHMATH
find the discriminantof the quadratic equation root 2 X square + 7 x + 5 root 2
[tex]\displaystyle\ 2x^2+7x+5\sqrt{2} =0 \\\\\boxed{D=7^2-4\cdot2\cdot 5\sqrt{2} =49-40\sqrt{2} }[/tex]
