1-) a class of students sits two tests. 20% fail the first test,
and 20% fail the second. What proportion of students failed both
tests? Choose from the following options and explain why did you
choos

Answer:

Subtract

9

from

12

.

6

x

+

3

+

4

Add

3

and

4

.

6

x

+

7

Step-by-step explanation:

Answer:

(1) Hundred

(2) Numerator

(3) Percent

Step-by-step explanation:

The volume of the solid is 64π/3.

We have to use the disk method formula to find the volume of the solid generated by revolving the region bounded by the lines and curves y y=0, x=4, and x = 11 about the x-axis.

The disk method formula is given by:

V= π ∫[a,b]R²(y)

where R(y) is the distance from the axis of revolution to the curve, y is the variable of integration, and [a, b] is the interval of integration.

Let's find the distance from the axis of revolution (x-axis) to the line x = 4 and x = 11.

The radius of the disk when x = 4 is 4 units.

The radius of the disk when x = 11 is 11 units. ∵ y is bounded by the line y = 0∴ limits of integration are 0 to the curve, which is x = 4.

Limits of integration: 0 to 4.

Now, let's put these values in the formula.

V= π ∫[a,b]R²(y)dyV = π ∫[0,4]R²(y)dyV = π ∫[0,4](4² - y²)dy= π [4²y - (y³/3)] [0,4]V = π [(4² * 4) - (4³/3) - 0]= 64π/3

Thus, the volume of the solid generated by revolving the region bounded by the lines and curves y y=0, x=4, and x = 11 about the x-axis is 64π/3.

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The amount that store earns is $120. By writing the equation for the given payment of the computer by Rudo, we get the required value.

It is given that, Rudo buys a computer for $920. This is 115% of what the store paid for the same computer.

So, consider the amount paid by the store for the same computer as 'x'.

Then, from the given information we can write that,

$920 = 115% of x

⇒ 920 = 0.15x

⇒ x = 920/0.15 = 800

So, the amount paid by the store for the same computer is $800

Thus, the amount earned by the store on the sale is $920 - $800 = $120.

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The borderline if the linear inequality's symbol is > (greater than) or (greater than or equal to).

In mathematics, an inequality is a connection that does not have an equal sign between two expressions or values. Inequality follows imbalance, therefore. When two numerical values are not equal, an inequality establishes a connection between them. Difference between equality and inequality Use the not equal symbol, which is most often used, when two values are not equal (). No matter how little or huge the values, various inequalities are employed to contrast them. The two sides can be changed until the variables are all that is left in order to solve several basic inequalities. Unevenness is caused by a number of factors, including: The sum or division of negative values on both sides. The left and right are exchanged.

given

inequality for y

5x – 2y ≤ 10

– 2y ≤ – 5x + 10

y ≥ 5/2x - 5

When dividing by a negative number, remember to switch the inequality sign.

In a linear inequality, you will shade below the boundary line if the sign is (less than) or (less than or equal to).  The borderline if the linear inequality's symbol is > (greater than) or (greater than or equal to).

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(a)  The probability of the with replacement is 3/80.

(b) The probability of the without replacement is 15/380.

Two cards are selected at random Of a deck of 20 cards ranging from 1 to 5 with monkeys, frogs, lions, and birds on them all numbered 1 through 5 .

a) with replacement.

5/20 * 3/20 = 3/80.

b) without replacement.

5/20 3/19 = 15/380.

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Answer:

hi

Step-by-step explanation:

i think it is 52/65

hope it helps

have a nice day

Step-by-step explanation:

speed = distance/time

we know the speed and the time (11:45am to 1:45pm = 2 hours).

distance = speed × time = 56 m/h × 2 h = 112 miles

Answer: 8.06 feet

Step-by-step explanation:

Answer:

60.96cm

Step-by-step explanation:

So if 12 beads=4 inches

        72 beads=72 beads*4 inch

                            12 beads

That will give you 24inches. inch-cm multiply by 2.54cm

=60.96cm of rope

Answer:

Equivalent expressions are expressions that work the same even though they look different. If two algebraic expressions are equivalent, then the two expressions have the same value when we plug in the same value(s) for the variable(s). Examples.

Step-by-step explanation:

Answer:

if you give me an example i will walk it through with you

Step-by-step explanation:

Answer:

H.) -5

Step-by-step explanation:

Good luck

The percentage increase in the price of petrol is approximately 5.56%.

Percentages are used to compare and express parts of a whole, and to express changes or differences in values. For instance, we can use percentages to express:

A discount or a markup in prices

The increase or decrease in a quantity or value

The proportion of a quantity compared to a whole

The probability of an event occurring.

In the given question,

To determine the percentage increase in the price of petrol, we need to calculate the difference between the old price and the new price, divide that by the old price, and then multiply by 100 to convert to a percentage.

The difference between the old price and the new price is:

R 13.28 - R 12.58 = R 0.70

Dividing the difference by the old price:

R 0.70 ÷ R 12.58 ≈ 0.0556

Multiplying by 100 to convert to a percentage:

0.0556 × 100 ≈ 5.56%

Therefore, the percentage increase in the price of petrol is approximately 5.56%.

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☁️ Answer ☁️

annyeonghaseyo!

Your answer is:

The first one:

Exact form: x = 5/2

Decimal form: x = 2.5

Mixed number form: x = 2 1/2

The second one:

y = 15.

The third one:

t = 4. Good luck on the rest

Hope it helps.

Have a nice day hyung/noona!~ ￣▽￣❤️

Answer: i don't get it

Step-by-step explanation:

Given that 1 kilometer = 0.62 mile, 36 inches = 1 yard, and 1 mile = 1760 yards, 1 km has approximately 39,283.2 inches.

In mathematics, conversion is the process of changing the value of one form or unit to another. It can be changing ones unit of length, weight, volume or even currency to another.

A conversion factor is a number used to change one set of units to another, either by multiplying or dividing.

From the problem, the conversion factors are given as

1 kilometer = 0.62 mile

36 inches = 1 yard

1 mile = 1760 yards

To convert 1 kilometer into inches, first, convert 1 kilometer to miles using the conversion factor, 1 kilometer = 0.62 mile

1 km = 0.62 miles

Then, convert miles to yards using the conversion factor, 1 mile = 1760 yards

1 km = 0.62 miles = 0.62 (1760 yards)

1 km = 0.62 miles = 1091.2 yards

Lastly, convert yards to inches using the conversion factor, 36 inches = 1 yard

1 km = 0.62 miles = 1091.2 yards = 1091.2 (36 inches)

1 km = 0.62 miles = 1091.2 yards = 39,283.2 inches

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Answer:

Sure, I can help you with that. Here are the equations for each situation:

* High School A: \($A = 1000 + 35t$\)

* High School B: \($B = 700 + 55t$\)

To determine after how many years, $t$, the number of students in both high schools would be the same, we can set the two equations equal to each other and solve for $t$. This gives us the equation:

\($1000 + 35t = 700 + 55t$\)

Solving for $t$, we get:

\($20t = 300$\)

\($t = 15$\)

Therefore, after 15 years, the number of students in both high schools would be the same.

Step-by-step explanation:

The initial number of dice rolled = 1000

What is exponential modeling?

Based on an equation like where Y = deterioration, T = time, and A and B = parameters to be calculated by the regression approach based on historical data, the exponential model represents the degradation failure process.

Here,

Linear models are used when a phenomenon is changing at a constant rate whereas exponential models are used when a phenomenon is changing in a way that is quick at first, then more slowly, or slow at first and then more quickly. This is the defining characteristic of the exponential model.

(a)

dice(n) = 1000 × (−0.138629436ln)........... (1)

The initial number of dice rolled when n=0

Putting n=0 in (1),

dice(0) = 1000e(0) = 1000

Hence, the initial number of dice rolled = 1000

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I think it’s 5

Step-by-step explanation:

Because 1 banana is 0.75 cents and 75+75=150 so it’s probably 5

Answer:

width = 4

Step-by-step explanation:

length = 2x5 = 10

18-10 = 8

width = 8/2

width = 4

Answer:

1. B

2. A

3. C

Step-by-step explanation:

Answer: Coordinate in units: (2,1.25)

Step-by-step explanation:

XB=AX*3

AX+XB=AB

AX+(AX*3)=AB

AX*4=AB

AX*4=9

AX=2.25

X=-1+2.25

X=1.25 units

Coordinate in units: (2,1.25)

The coordinates of the point X on the line is (2.25, 4)

from the question, we have the following parameters that can be used in our computation:

The graph

The location of the point X on the line such that the ratio of AX to XB is 1:3 is calculated as

X = 1/4 * (B - A)

So, we have

X = 1/4 * (8 + 1)

Evaluate

X = 2.25

This means that

X = (2.25, 4)

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To find the area of the region interior to r = 9 + 7sin(θ) below the polar axis, we can integrate the function from the lower bound of θ to the upper bound of θ and take the absolute value of the integral.

To find the area of the region formed by two petals of r = 8sin(3θ), we can integrate the function over the appropriate range of θ and take the absolute value of the integral. To find dy/dx for the given parametric equations x = t^(1/3) and y = 3 - t, we differentiate y with respect to t and x with respect to t and then divide dy/dt by dx/dt.

To find the area of the region interior to r = 9 + 7sin(θ) below the polar axis, we need to evaluate the integral ∫[lower bound to upper bound] |1/2 * r^2 * dθ|. In this case, the lower bound and upper bound of θ will depend on the range of values where the function is below the polar axis. By integrating the expression, we can find the area of the region. To find the area of the region formed by two petals of r = 8sin(3θ), we need to evaluate the integral ∫[lower bound to upper bound] |1/2 * r^2 * dθ|.

The lower bound and upper bound of θ will depend on the range of values where the function forms the desired shape. By integrating the expression, we can calculate the area of the region. To find dy/dx for the parametric equations x = t^(1/3) and y = 3 - t, we differentiate both equations with respect to t. Taking the derivative of y with respect to t gives dy/dt = -1, and differentiating x with respect to t gives dx/dt = (1/3) * t^(-2/3). Finally, we can find dy/dx by dividing dy/dt by dx/dt, resulting in dy/dx = -3 * t^(2/3).

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From the given information, cholesterol level X follows the N(222, 37) distribution.

The probability of having borderline high cholesterol (between 200 and 240 mg/dl) can be calculated by using the z-score formula as follows:

z = (x - μ) / σ

For lower limit x1 = 200, z1 = (200 - 222) / 37 = -0.595

For upper limit x2 = 240, z2 = (240 - 222) / 37 = 0.486

The probability of having borderline high cholesterol (between 200 and 240 mg/dl) can be computed as

P(200 ≤ X ≤ 240) = P(z1 ≤ Z ≤ z2) = P(Z ≤ 0.486) - P(Z ≤ -0.595) = 0.683 - 0.277 = 0.406

In this population, 90% of men have a cholesterol level that is at most X90.The z-score corresponding to a cholesterol level of X90 can be calculated as follows:

z = (x - μ) / σ

Since the z-score separates the area under the normal distribution curve into two parts, that is, from the left of the z-value to the mean, and from the right of the z-value to the mean.

So, for a left-tailed test, we find the z-score such that the area from the left of the z-score to the mean is 0.90.

By using the standard normal distribution table,

we get the z-score as 1.28.z = (x - μ) / σ1.28 = (X90 - 222) / 37X90 = 222 + 1.28 × 37 = 274.36 ≈ 274

The cholesterol level of 90% of men in this population is at most 274 mg/dl.

The distributions that we can consider to be approximately normal are the sampling distribution of mean BMI for random samples of 60 adults and the sampling distribution of mean BMI for random samples of 9 adults.

The reason for considering these distributions to be approximately normal is that according to the Central Limit Theorem, if a sample consists of a large number of observations, that is, at least 30, then its sample mean distribution is approximately normal.

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Answer:

y = -14

Step-by-step explanation:

3y = -42

Divide both sides by 3:

y = -14

Answer:

-14

Step-by-step explanation:

-42 divided by 3 =-14

Answer:

Im 25% Italian And 50% dutch

Step-by-step explanation:

Answer:

no

Step-by-step explanation:

na holmes

Answer:

y ≤ - 1/3

Step-by-step explanation:

Let's solve your inequality step-by-step.

5y −6 ≤ 2y −7

Extra people required is 50.

Each of the five workers should increase their efficiency to a rate of 15 sandwiches per 10 hour shift.

Proportions are defined as the concept where two or more ratios are set to be equal to each other.

Question 1 :

Number of associates = 30

Number of direct workers = 30 - 2 = 28

You work 8 hours a day and 5 days a week with two 15 minutes break or 30 minutes break per day.

Direct rate = 150 units per hour

Number of working hours in a week with break = 8 × 5 = 40 hours per week Number of working hours in a week = 7.5 hours per day × 5 days a week

                                                            = 37.5 hours per week

Units that department produce in a 40 hour week = 37.5 × 150 = 5625 units

28 people produce 5625 units in a week

Let x people produce 10,000 + 5625 = 15,625 units in a week

Using proportion,

28 : 5625 = x : 15,625

28 / 5625 = x / 15,625

x = (28 × 15,625) / 5625 = 77.78 ≈ 78

Extra people required = 78 - 28 = 50

Question 2 :

Number of sandwiches made in 10 minutes = 1

Number of sandwiches made in 10 hours = 60

5 workers are there. one worker makes 60/5 = 12 sandwiches

But Deli want number of sandwiches in 10 hours = 75

One worker should make 75/5 = 15 sandwiches instead of 12.

Number of sandwiches made in 8 minutes should be 1.

So the working efficiency on each worker should be increased and produce each one should produce 15 sandwiches in a 10 hour shift.

Hence extra people required in question 1 is 50 and efficiency of each worker in question 2 should be increased to 15 sandwiches in 10 hours shift.

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Answer:

The ordered pair is a solution of the linear equality.

Step-by-step explanation:

Whenever you have an equation like that—it's always helpful to remember x come before y in an ordered pair. (x, y). So, from there plug the numbers into the inequality and solve.

5 > - 2 + 3
5 > 1