what do i need to add to 31/6 to make 5

The total number of ways to distribute all the fruits to the 30 children, ensuring each child who prefers apples gets at least 2 apples and each child who prefers oranges gets at least 2 oranges, is given by the product of C(29, 9) and C(59, 19).

To find the total number of ways, we can consider the distribution of apples and oranges separately. For the children who prefer apples, we need to distribute 20 apples among 10 children, with each child receiving at least 2 apples. This can be calculated using the stars and bars combinatorial technique. Similarly, for the children who prefer oranges, we need to distribute 40 oranges among 20 children, with each child receiving at least 2 oranges.

The number of ways to distribute the apples can be calculated as C(20+10-1, 10-1) = C(29, 9). Likewise, the number of ways to distribute the oranges can be calculated as C(40+20-1, 20-1) = C(59, 19). To find the total number of ways to distribute both fruits, we multiply these two values together.

Therefore, the total number of ways to distribute all the fruits to the 30 children while satisfying the given conditions is C(29, 9) x C(59, 19).

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the first column of matrix b (b1) is [1, -3, 1] and the second column of matrix b (b2) is [1, 3, 1].

To determine the first and second columns of matrix b, we need to find the values of b1 and b2.

Given that a = [1, -3; -3, 5] and ab = [-5, -5; 6, 3; 7, 4], we can set up the following equation:

ab = [a * b1, a * b2]

To find b1, we can solve the equation:

[-5, -5; 6, 3; 7, 4] = [1, -3; -3, 5] * [b1, b2]

By matrix multiplication, we can write the following system of equations:

-5 = 1 * b1 + -3 * b2

6 = -3 * b1 + 5 * b2

7 = 1 * b1 + -3 * b2

Simplifying these equations, we have:

-5 = b1 - 3b2

6 = -3b1 + 5b2

7 = b1 - 3b2

We can solve this system of linear equations to find the values of b1 and b2.

Adding the first and third equations, we get:

2b1 = 2

Dividing by 2, we find:

b1 = 1

Substituting b1 = 1 into the second equation, we have:

6 = -3 + 5b2

5 = 5b2

b2 = 1

Therefore, the first column of matrix b (b1) is [1, -3, 1] and the second column of matrix b (b2) is [1, 3, 1].

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Answer:

7 = 84

Step-by-step explanation:

3 + 4 = 7

36 + 48 = 84

7 = 84

Hope this helps :)

Answer:

2100

Step-by-step explanation:

Answer:

2100 grams

Step-by-step explanation:

Just multiply 5 with 450.

Answer:

$62.32

Step-by-step explanation:

54.19 · 15/100 = 812.85/100 = 8.1285

simplify 8.1285, so it's 8.13

$54.19 + $8.13 = $62.32

Answer:

She can pick 39 apples in 45 minutes

Explanation:

Hope this helps! ^w^

Unusual observations in this context refer to combinations of study times and test scores that deviate significantly from the general pattern or trends observed in the dataset. Based on the given options, the combinations that can be considered unusual observations are:

1. 6 hours, score of 35

2. 9 hours, score of 40

3. 14 hours, score of 55

These combinations stand out because they demonstrate lower test scores despite relatively higher study times. The expected trend would be that longer study durations are associated with higher test scores, so these combinations deviate from the expected pattern.

In the dataset, the majority of students who studied for 6 hours or more achieved higher test scores. The observations with 6 hours of study and a score of 35, 9 hours of study and a score of 40, and 14 hours of study and a score of 55 go against this trend. They suggest that other factors might be influencing the test scores for these specific individuals, such as ineffective study methods, distractions, or personal circumstances. These combinations can be considered unusual as they deviate from the general relationship between study time and test scores. Further investigation could be warranted to understand the reasons behind these outliers and determine if there are any underlying factors contributing to the deviations from the expected trend.

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Answer:

3-[1]

3-1

2

Step-by-step explanation:

=//7777/))_+++++++4

Statistics enables us to analyze data from fields like politics, medicine, finance, manufacturing, and sports, providing insights for decision-making and understanding real-life phenomena.

Statistics plays a crucial role in understanding and interpreting real-life phenomena. It provides a framework for collecting, analyzing, and interpreting data to gain insights and make informed decisions. Here are some examples of how statistics is related to real life:

Opinion Polls: Political parties and organizations conduct opinion polls to gather data on public opinion. By using statistical techniques to analyze the collected data, they can estimate the preferences of the population and make predictions about election outcomes.

Medical Research: Statistics is extensively used in medical research to analyze data from clinical trials. Researchers use statistical methods to determine the effectiveness of new treatments, identify potential side effects, and draw conclusions about the overall health outcomes.

Financial Analysis: In finance, statistical analysis is used to study market trends, assess investment risks, and make predictions about stock prices. Statistical models help investors and analysts make informed decisions by analyzing historical data and identifying patterns.

Quality Control: Industries use statistical methods to ensure the quality of their products. Statistical process control techniques monitor production processes, detect deviations, and make adjustments to maintain consistency and reduce defects.

Sports Analytics: Statistics is widely used in sports to analyze player performance, evaluate team strategies, and predict game outcomes. Metrics like batting averages, shooting percentages, and goal differentials are all derived from statistical analysis.

In summary, statistics is a vital tool in various aspects of real life, including politics, healthcare, finance, manufacturing, and sports. It helps in making evidence-based decisions, identifying trends and patterns, and understanding the underlying factors influencing outcomes.

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Note the complete and the correct question is

Q- With mathematical examples how can statistics be related to real life​ ?

Answer:

Probability of spinning a 1 and flipping heads is :

1/5 x 1/2 = 1/10

Probability of spinning an even number and flipping head is :

2/5 x 1/2 = 2/10 = 1/5

Probability of spinning a number less than 3 and flipping tails is :

2/5 x 1/2 = 2/10 = 1/5

Answer:

V Down below V

Step-by-step explanation:

I don't know a lot about this topic at the moment but I hope I can help!

Honestly, I have questions myself

1.) Maybe 2/7

2.) Maybe 3/7

3.) Maybe 2/7

It's probably not right but I really hope you find the right answers if this doesn't work

Also, I'm Sorry I am kinda not that great at this!!

Step-by-step explanation:

Use z-score table to find the z-score that corresponds to .7000   ( 70%)

approx   .525   s.d.  above the mean

  .525  * 10 =  5.25  points above 100   = 105.25

Answer:

The correct option is;

f(x) = 64(three-fourths)Superscript x minus 1

Step-by-step explanation:

The first peak height that the bouncing toy reaches = 64 inches

The second peak height that the bouncing toy reaches = 48 inches

The third peak height that the bouncing toy reaches = 36 inches

Therefore, given that the sequence has a common ratio, r = 48/64 = 36/48 = 3/4

The first term of the sequence, a = The first peak height reached = 64

The xth term of the geometric sequence with general form, xth term = ar⁽ˣ⁻¹⁾

The xth term of the geometric sequence, f(x), is therefore, given as follows;

\(f(x) = 64 \times \left(\dfrac{3}{4} \right) ^{(x - 1)}\)

The correct option is;

f(x) = 64(three-fourths)Superscript x minus 1

Step-by-step explanation:

The first peak height that the bouncing toy reaches = 64 inches

The second peak height that the bouncing toy reaches = 48 inches

The third peak height that the bouncing toy reaches = 36 inches

Therefore, given that the sequence has a common ratio, r = 48/64 = 36/48 = 3/4

The first term of the sequence, a = The first peak height reached = 64

The xth term of the geometric sequence with general form, xth term = ar⁽ˣ⁻¹⁾

The xth term of the geometric sequence, f(x), is therefore the correct answer is C

Answer:

It should be undefined

Step-by-step explanation:

Its negative and a negative multiplied by a negative is positive, and a positive multiplied by a positive is a positive. This means that the answer is undefined.

Answer:

oh my cant see the question what is it saying?

Step-by-step explanation:

Answer:

Looks like a horizontal shift right 2 units

Step-by-step explanation:

the vertex would normally be at (0,0) so it seems it moved to the right 2 units

The outcomes that satisfy event A are A = {3, 6}. These are the numbers on which the die can land to fulfill the condition of being a multiple of 3.

The study of probabilities, which are determined by the ratio of favorable occurrences to probable cases, is known as probability.

In the given sample space S = {1, 2, 3, 4, 5, 6}, we have all the possible outcomes when rolling a six-sided die.

The event A is defined as "The die lands on a multiple of 3." Multiples of 3 in the given sample space are 3 and 6 since these numbers can be divided evenly by 3 without any remainder.

Therefore, A = 3, 6 is the set of outcomes that satisfy event A. These are the possible outcomes for the die to land on in order to satisfy the requirement of being a multiple of 3.

The complete question is:

Consider rolling a six-sided die, numbered 1-6. Whatever number lands face up is your score. Fill in the missing value to describe the sample space of a single roll of the dice: S = {1, 2 , 3, 4, 5, 6} And suppose you were interested in the event A = The die lands on a multiple of 3. Fill in the blanks to show all the outcomes which satisfy A:

A = {_ , _ }

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The growth rate of the function f(x) = [15/(1+4\(e^{(-0.2x)\))] is always increasing over its entire domain, which is the set of all real numbers (-∞, +∞).

To determine the interval over which the growth rate of the function is increasing, we need to find the derivative of the function and analyze its sign.

Let's differentiate the function f(x) with respect to x:

f'(x) = d/dx [15/(1+4\(e^{(-0.2x)\))]

To simplify the process, we can rewrite the function as follows:

f(x) = 15(1+4\(e^{(-0.2x)\))⁻¹

Using the chain rule, we can differentiate f(x):

f'(x) = -15(1+4\(e^{(-0.2x)\))⁻² × d/dx (1+4\(e^{(-0.2x)\))

Now, let's compute the derivative of the term d/dx (1+4\(e^{(-0.2x)\)):

d/dx (1+4\(e^{(-0.2x)\)) = \(4(-0.2)e^{(-0.2x)\) = \(-0.8e^{(-0.2x)\)

Plugging this back into f'(x), we have:

f'(x) = -15(1+4\(e^{(-0.2x)\))⁻² × \(-0.8e^{(-0.2x)\)

Simplifying further:

f'(x) = 12\(e^{(-0.2x)\) / \((1+4e^{(-0.2x)})^2\)

To find the interval where the growth rate of the function is increasing, we need to analyze the sign of f'(x).

Since the denominator  \((1+4e^{(-0.2x)})^2\) is always positive, we can focus on the numerator, 12\(e^{(-0.2x)\).

For the numerator to be positive, \(e^{(-0.2x)\) must be positive. Since the exponential function \(e^x\) is always positive, \(e^{(-0.2x)\) is also positive for all values of x.

Therefore, the growth rate of the function f(x) = [15/(1+4\(e^{(-0.2x)\))] is always increasing over its entire domain, which is the set of all real numbers (-∞, +∞).

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Answer:

False.

Step-by-step explanation:

You can put x=0 into both of the equations to justify. At the first equation, when x=0, f(x)=0. In the second equation, when x=0, f(x)=3. F(x) is the value of y. So, the function has moved 3 units up, not 3 units to the right.

Answer: 9(2x-1)

Step-by-step explanation:

The value of x from the shape is 5.6

Since the shapes are similar, hence the ratio of the sides is equal to a constant. Mathematically;

10/14 = 4/x

10x = 14 * 4

10x = 56

Divide both sides by 10

10x/10 = 56/10

x = 5.6

Hence the value of x is 5.6

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Answer:

X=5.6

Step-by-step explanation:

Answer:

y=9x+5

Step-by-step explanation:

-y+9x=-5

-y=-5-9x

y=5+9x

y=9x+5

y=mx+b where m=slope and b=y-intercept

The value x is used often in algebra to specify an unknown variable.

Variables are often alphabets or letters used to represent an unknown number or value.

It is called a variable because it may change it's value according to the value of the others.

x is a variable which is commonly used to solve problems in algebra.

It represents the unknown variable.

We have to do certain operations to find the value of y.

Consider the equation, x + 5 = 13.

Here x is a unknown variable.

We can find the value of x as x = 13 - 5 = 8

Hence x is commonly used to represent an unknown variable.

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Answer:

Given :

length offshore = CS=√(1+X^2)

Cable charged = 5000√(1+X^2)

onshore length = 4-X

laying cost = 3000(4-X)

total cost:

C=5000√(1+X^2) +3000(4-X)

DC/DX

= [5000*(0.5)*2X/{√(1+X^2)}]-3000=0... for optimum

5000X=3000√(1+X^2)

25X^2=3+3X^2

22X^2=3

X=√(3/22)

= 0.3693 miles

So, it would be laid offshore to S in a manner that

BS=X=0.3693 miles

Onshore=4-0.3693

=3.6307 miles

Answer:

Amt(c) = $50 - ($3.25/coffee)c

c = 12

Step-by-step explanation:

An equation to represent his total amount left a after c coffees are purchased

would be  Amt(c) = $50 - ($3.25/coffee)c

and if he has $11 left, then $11 = $50 - ($3.25/coffee)c

or -$39 = -($3.25/coffee)c.

Dividing both sides by -$3.25, we get c = 12

Cindy and tom, working together, can rake the yard in 8 hours. Working alone, Tom takes twice as long as Cindy, it takes Cindy to rake the yard 2 hours

To find the time it takes Cindy to rake the yard alone, let's use the following steps:Let x be the time taken by Cindy to rake the yard alone . Then the time taken by Tom to rake the yard alone will be 2xIt is given that Cindy and Tom can rake the yard in 8 hours when they work together.

Using the formula for working together, we get:\(\[\frac{1}{x} + \frac{1}{2x} = \frac{1}{8}\]\) Multiplying the equation by the least common multiple of the denominators, we get:\(\[16 + 8 = 2x\]\) Simplifying, we get:\(\[2x = 24\]\)Dividing both sides by 2, we get:\(\[x = 12\]\)Therefore, it takes Cindy 12 hours to rake the yard alone.

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Therefore , the solution of the given problem of function comes out to be  f(N) = 360/N the cost per individual for any number of contributors to the gift is provided by this function.

The math lesson includes a wide range of topics, such as mathematics, integers, as well as one's divisions, architecture, and both actual mostly and fictitious geographic locations. The relationships between various components that all cooperate to create the same outcome are covered by a work. A utility is composed of numerous unique elements that work together to produce unique outcomes for each input.

Here,

To figure out how much each individual would spend, we need to divide the cost of the gift by the number of people contributing. Here are the estimates for various populations:

Each person would spend $180 ($360 / 2) if there were two people splitting the expense.

The expense would be divided among three people, who would each pay

=>  $120 = ($360 / 3).

If the cost were divided among five individuals, each person would pay =>  $72 = ($360 / 5).

Ten people would split the expense equally, each spending

=>  $36 =  ($360 / 10).

Each person would spend

=>  $3.60 = ($360 / 100)

if there were 100 people splitting the expense.

II. The algorithm is as follows:

Cost per individual equals total expense / number of individuals

=> f(N) = C/N

where f(N) is the price per individual.

The function for the cost per individual, for instance, is:

=>  f(N) = 360/N

The cost per individual for any number of contributors to the gift is provided by this function.

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Answer:

C. -2, 1, 1, and 3 only

Answer:

A,B,C

Step-by-step explanation:

A.p.e.x