A bag contains 3 red marbles, 2 blue marbles and 4 green marbles. If two marbles are drawn out of the bag, what is the probability, to the nearest 10th of a percent, that both marbles drawn will be red?

The correct dotplot for the given data is option D, which displays the number of errors for the week for each workstation.

Error in math is any mistake made in the process of solving a mathematical problem or problem-solving process. It could mean a mistake in the calculations, incorrect steps taken, or incorrect assumptions made. It can also include making a wrong interpretation of the problem, or not being able to solve it at all. Errors in math can occur due to a lack of understanding of the concepts, mistakes in calculations, errors in reasoning, or incorrect application of the rules and formulas. Errors can also be made in the process of writing down the equations, or in the process of simplifying the equation.

The graph begins with 0 and goes up to 254201 in intervals of 5. The data points for each work station are marked on the graph, showing the number of errors each work station made. This visual display of data points allows for an easy comparison of the number of errors across all workstations.

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Answer:

Step-by-step explanation:

The total number of students,

→ 100 students

No. of students were absent & failed,

→ 7 + 10

→ 17 students

No. of students totally passed,

→ 100 - 17

→ 83 students

No. of students passed in Science,

→ 80 students

No. of students passed in Mathematics,

→ 71 students

Then add both science and math,

→ 80 + 71

→ 151 students

No. of students passed in both subjects,

→ 151 - 83

→ 68 students

Therefore, the number of students who passed in both subjects are 68 students.

Answer:

63 for the whole figure, for the different shaded regions it goes as follows, 17.5 for the white area and 45.5 for the grey area

Step-by-step explanation:

Statistical quality control (SQC) can be applied in various industries such as manufacturing, healthcare, finance, and services to monitor and improve the quality of products or services.

SQC involves the use of statistical tools and techniques to analyze and interpret data to identify and address any issues related to quality control. Some of the common applications of SQC include process control, acceptance sampling, and control charts.

In manufacturing, SQC can be used to monitor the production process and ensure that products meet the desired quality standards. For example, control charts can be used to track the performance of a particular machine or process and identify any deviations from the expected values.

In healthcare, SQC can be applied to monitor patient outcomes and ensure that the quality of care is consistent across different healthcare providers. For example, statistical analysis can be used to identify any trends or patterns in patient data and improve the effectiveness of treatments.

Overall, SQC can be applied in any industry where there is a need to ensure that products or services meet the desired quality standards. It is a valuable tool for identifying and addressing any issues related to quality control and improving overall efficiency and effectiveness.

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Answer:

hope this is correct

Answer:

Step-by-step explanation:

Answer:

what circle

Step-by-step explanation:

Answer:

360

Step-by-step explanation:

I got it right

The number of days that the amount of air in the balloon decrease by 6/8 of a cubic foot is 6 days.

From the information, the amount of air in the balloon decreases at an average rate of 1/8 of cubic foot per day.

The numbers of days that it will take to reduce by 6/8 of a cubic foot will be:

= Fraction given / Reduction per day

= 6/8 ÷ 1/8

= 6/8 × 8/1

= 6

It will take 6 days.

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Answer:

i think D if not then B

Step-by-step explanation:

Answer:

First of all, Jose and Jessie have a big difference when it comes to physical health and condition. Jessie is not able to perform the same exercises as Jose, neither the same intensity, and they cannot have the same goal.

So, for Jessie improve her flexibility we have to consider low intensity exercises, specifically, aerobic exercises, like walking, dancing, jogging at a low pace, pilates and yoga. Jessie, as a sedentary person most consider to do those aerobic activities three times per week, at least 30 minutes to ensure that she is demanding enough effort from her body, but all at low intensity.

Step-by-step explanation:

Answer:

3/10

Step-by-step explanation:

4/7 x 21/40

= 1/1 x 3/10

= 3/10

El resultado de esta división es 0.010

Para solucionar la operación matemática debemos realizar los siguientes pasos:

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Classroom objects can be categorized as vertical or horizontal. Examples of vertical objects include doors, bookshelves, and clocks, while horizontal objects include desks, tables, and chairs.

In a classroom, there are many objects that are vertical and horizontal. Here are ten examples of each:

Vertical objects in a classroom:

1. Door                     6. Clock

2. Cabinet               7. Electrical outlets

3. Bookshelf            8. Light switches

4. Whiteboard         9. Window blinds

5. Flagpole             10. Bulletin board

Horizontal objects in a classroom:

1. Desks                  6. Keyboard trays

2. Chairs                 7. Carpet tiles

3. Tables                 8. Ceiling tiles

4. Countertops       9. Whiteboard markers

5. Shelves              10. Paper trays

These are just a few examples of vertical and horizontal objects that can be found in a classroom.

It is important to recognize the different shapes and orientations of objects in our environment, as they can affect the way we perceive and interact with them.

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The objects that will have a greater force between them are Objects B and C

Gravitational Force between two objects with masses of m₁ and m₂ is given by the formula: F = Gm₁m₂/r²

where;

G is the gravitational constant (6.67 x 10^-11 m³ s⁻² kg⁻¹)

r is the distance between the two objects

F is the magnitude of the force between the objects.

Objects B and C will have greater force between them because the distance r between A and B is the same as the distance between B and C. But the product of the masses of Objects B and C is much greater than that of the product of the masses of Objects A and B.

Gravitational Force is always directly proportional to the product of the masses of the two objects.

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The correct solution to this problem is option e. 1/e. We can find it in the following manner.

The time constant of an RC circuit is the time in which the current decreases to 1/e (approximately 0.368) of its initial value.

This can be derived from the equation for the current in an RC circuit:

\(I=10 * e^({-t/RC} )\)

where I is current at time t, I0 is the initial current, R is the resistance, C is the capacitance, and e is the mathematical constant approximately equal to 2.71828.

To find the time constant, we set the exponent to -1:

\(e^({-t/RC} ) = 1 /e\)

Solving for t/RC, we get:

t/RC = 1

Therefore, the time constant is equal to RC, and the current decreases to 1/e of its initial value in one time constant.

So the answer is e. 1/e.

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Answer:

=x3 - 8x + 3x2-24

=X(x2- 8) + 3(x2- 8)

=(X+3) (x2- 8)

Answer:

x^(3)-3x^(2)+8x-24

x2 (x-3) +8 (x-3)

Factor the polynomial by factoring out the greatest common factor,

x-3 (x-3) (x2+8)

The axis and angle always uniquely defined for a rotation As we know that, From the Euler's rotation theorem

What is Angle?

An angle is a figure created by two rays, known as the angles' sides, that share a common terminus, known as the angle's vertex. Angles formed by two rays are located in the plane containing the rays. Angles are also generated when two planes intersect. These are known as dihedral angles.

a)  As we know that, From the Euler's rotation theorem, we know that any rotation can be expressed as a single rotation about some axis. The axis is the unit vector (unique except for sign) which remains unchanged by the rotation. The magnitude of the angle is also unique, with its sign being determined by the sign of the rotation axis.

b)

\(\sqrt{3/2}x^{2} +1/2(\sqrt{3-1}x^{2} =x^{2} \\\\\sqrt{3/2}x^{2} +\sqrt{3/2} x^{2} - 1/2x^{2} =x^{2}\)

now using x = 0 will get xcube =0 but x cos x square one should be non zero because eigen vector always non zero so take aribatary

A rotation's axis and angle are always uniquely determined. As we know from Euler's rotation theorem,

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The confidence interval for the average difference between the reading and writing scores is [-1.776 , 0.689]

In statistics, a confidence interval denotes the probability/likelihood that a population parameter will fall between a set of values for a certain proportion of the time. Analysts frequently employ confidence intervals that contain 95% or 99% of the expected observations.

Given,

sample size =200

Mean = -0.545

standard deviation = 8.887

confidence level = 95%

Confidence interval can be determined by formula,

\(C.I=mean \pm z(\frac{S}{\sqrt{n}})\)

where, s=standard deviation

n= sample size

z-value at 95% =1.96

\(C.I=-0.545 \pm 1.96(\frac{8.887}{\sqrt{200}})\\\\C.I=-0.545 \pm 1.96(\frac{8.887}{14.142})\\\\C.I=-0.545 \pm 1.96(0.628)\\\\C.I=-0.545 \pm 1.231\\\\C.I=-0.545 - 1.231 \ ,\ -0.545 +1.231\\\\C.I=-1.776\ ,\ 0.689\)

Thus, the confidence interval is [-1.776 , 0.689]

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We are given the following equation and we must state the reason behind each of the steps taken to solve it:

In the first step after giving the equation 21 is being substracted from both sides of the equation. Remember that the substraction property of the equality states that any value substracted from one side of the equal sign must also be substracted from the other side. Therefore the reason behind this step is the substraction property.

Then the substractions on each side are performed. In the left side we get 21-21=0 so the constant term dissapears and on the right we obtain 21-15=6. This means that during this step only a simplification was performed.

In the following step a number 2 is multiplied to each side of the equal sign. Remember that the multiplication property of equality states that whatever is multiplied in one side of the equal sign must also be multiplied in the other side. Then the reason behind this step is the multiplication property of equality.

In the final step in the left side the 2 multiplying is simplified with the number 2 dividing and in the right side the product between -6 and 2 is performed. Then this step is also a simplification.

Then the reasons in order are:

- Substraction Property of Equality

- Simplifying

- Multiplication Property of Equality

- Simplifying

Answer:

(0, -2)

Step-by-step explanation:

The y-intercept is where the graph crosses through the y axis, when x is equal to 0. On this graph, the line goes through the y-axis at -2. At -2, we can also see that x=0

In general, the y-axis of a graph will always be (0, y).

Answer:

C. 4

Step-by-step explanation:

The initial value would be four because that's what the value is at the start of the graph.

a. The probability that difference in sample proportions is more than 6% is 0.1056.

b. There is a 0.2677 probability that the sample proportion from School A is greater than 5% than that from School B.

a. We must first determine the standard error of variation between the two sample proportions in order to determine the probability that the difference in sample proportions is greater than 6:

SEp1-p2 = sqrt{ [p1(1-p1)/n1] + [p2(1-p2)/n2] }

where,

P1 = 57% of students are from school A.

p2 = 61% of students are from school B.

Sample sizes from schools A and B were 75 and 80, respectively.

SEp1-p2 = sqrt{ [(0.57)(0.43)/75] + [(0.61)(0.39)/80] }

= sqrt{ 0.00233 + 0.00240 }

= 0.0803

Now, we can find the Z-score as:

Z = (p1 - p2 - D) / SEp1-p2

where,

D = 6% = 0.06

Z = (0.57 - 0.61 - 0.06) / 0.0803

= -1.248

Using a standard normal distribution table, we can find the probability that Z < -1.248 is 0.1056.

Therefore, the probability that difference in sample proportions is more than 6% is 0.1056.

b. To find the probability that School A sample proportion is more than 5% higher than School B, we need to find the standard error of the difference between the two sample proportions:

SEp1-p2 = sqrt{ [p1(1-p1)/n1] + [p2(1-p2)/n2] }

where,

57% of the population in p1 is from school A.

61% of those in p2 are from school B.

75 were included in the sample from school A, while 80 were included in the sample from school B.

SEp1-p2 = sqrt{ [(0.57)(0.43)/75] + [(0.61)(0.39)/80] }

= sqrt{ 0.00233 + 0.00240 }

= 0.0803

Now, we can find the Z-score as:

Z = (p1 - p2 - D) / SEp1-p2

where,

D = 5% = 0.05

Z = (0.57 - 0.61 - 0.05) / 0.0803

= -0.621

We can get the probability that Z -0.621 is 0.2677 by using a standard normal distribution table.

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Answer:

True

Step-by-step explanation:

When displaying any sort of data, it is important to make the table or chart as easy to understand and read as possible without compromising the data. In this case, it is simpler to understand the pie chart if we use as few slices as possible that still makes sense for displaying the data set.

Answer:

6 eggs

Step-by-step explanation:

since recipe states that to make 12 muffins you need 2 muffins

2. = 12

represent the unknown with x

2. = 12

x. = 36

Then you'll cross multiply

36 × 2 = 72

12x = 72

x = 72 ÷ 12

x = 6

Answer:

Step-by-step explanation:

Slope of a line = (y₂ - y₁)/(x₂ - x₁)

K'  = y₂ - y₁  ( for E & F)

L' = x₂ - x₁    ( for E & F)

=> Slope from E to F  = K'/L'

Two triangles are similar

=> K/K'  = L/L'  = DE/EF

=> K/K'  = L/L'

=> K/L = K'/L'

=>  K'/L' = K/L

Triangles are similar

K - L  = K' - L'

Sufficient information is not given but from picture it is clear that slope of line = 1

=> K = L    & K'  = L'

hence K - L = 0  & K' - L' = 0

=> K - L  = K' - L'

Answer: For the last Statement Answer is K/L = K/L

Answer:

4 * ( 2 + 3 * 2) = 32

Step-by-step explanation:

The strategy I used in this question is generally trial and error. The most important thing here to remember is to follow the order of operations. If you think a little out of the box, then you will see the answer. To solve, first multiply 3*2, then add two, which should result in 8. 4*8 is 32, which makes the equation true.

Answer:

  (d)  x = 4

Step-by-step explanation:

You want the solution to the system of equations using the given graph.

The solution to the equation f(x) = g(x) is the x-coordinate of the point(s) on their graphs where the curves intersect.

The graph shows the point of intersection of the two functions is (4, 1). This is the solution you have marked in the supplied image.

  x = 4

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