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A large bag contains marbles of different colors. there are 10 red marbles, 5 blue marbles and 7 yellow marbles. when selecting 3 marbles without replacement, the probability of selecting 3 red marbles is 1/54.

The probability of selecting 3 red marbles is 1/54.What is a probability?

Probability refers to the likelihood or chance of an occurrence. The probability of an event occurring is the ratio of the number of favourable outcomes to the total number of possible outcomes.

A fraction or a decimal is used to express it.The total number of marbles in the bag is 10 + 5 + 7 = 22 marbles.

There are ten red marbles in the large bag, so the number of ways to select 3 red marbles from ten red marbles is:

[tex]10C_3 = (10 \times 9 \times 8) / (3 \times 2 \times 1) = 120[/tex]

There are 22 marbles in the bag, therefore, the total number of ways to pick 3 marbles from 22 is:

[tex]22C_3 = (22 \times 21 \times 20) / (3 \times 2 \times 1) = 1540[/tex]

Hence, the probability of choosing 3 red marbles out of the 22 marbles in the bag without replacement is:120/1540 = 1/54

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Answer: 3623.75

Step-by-step explanation:

A pyramid with a base having n sides will have n + 1 faces, excluding the base. So, the pyramid that shares the same base as the prism will have 16 + 1 = 17 faces.

Let's say the base of the pyramid is a polygon with n sides. There are n faces in the pyramid (excluding the base), each of which is a triangle. Since there is just one base, the number of faces in the pyramid is n + 1.A prism is a polyhedron that is formed when two congruent polygons are joined by parallelograms. As a result, a prism with a polygon base has two polygons as bases and a number of rectangular faces equal to the number of sides of the polygon, which in this scenario is n.There are 2 bases and n rectangular faces in total for the prism. Since the number of edges in the prism is 99, we may express this as:Edges in prism = (Number of edges in each rectangular face × Number of rectangular faces) + (Number of edges in each base × Number of bases)= [tex]4n + 2n = 6n = 99n = 16.5[/tex] faces are in the pyramid = 16 + 1 = 17 faces.

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Answer:

what's your exact question

Answer:

can u pls type the full question

Answer:

There are 11 cows and 8 ducks

Step-by-step explanation:

x will represent number of cows and (19-x) will represent ducks

[tex]4x+2(19-x)=60[/tex]

multiply 2 with (19-x)

[tex]4x+38-2x=60[/tex]

add your x's

[tex]2x+38=60[/tex]

subtract 38 on both sides

[tex]2x=22[/tex]

then divided 2 on both sides

[tex]x=11[/tex] cows

now to find ducks subtract

[tex]19-11[/tex]

your answer will be 8

So there are 11 cows and 8 ducks

to double check do this

[tex]11*4 + 8*16\\=44+16\\=60[/tex]

False to say that "cos(0) = 0." Cos(0) is equal to 1, as the input yields the x-coordinate of the spot on the circle for each arc in right spot, where first side coincides positive x-axis or final side spins clockwise first side.

What does it mean to coincide?

occupying the same location in time or space; coinciding; taking up the same spots on a scale. 3. Exactly concur.

Nevertheless, if the query is changed to ask for the angle that measures between 0 & 2 radians for which cos(x) = 0, the response is:

When x is equal to 2 or 3, cos(x) equals 0. The unit circle's corresponding points at these angles are, respectively, (0, 1) and (0, -1).

b. The sin(x) values for these angle measurements are:

As the equivalent point is at (0, 1) just on unit circle, sin(/2) equals 1.Due to (0, -1) being the corresponding point on the unit circle, sin(3/2) = -1.

therefore, False to say that "cos(0) = 0." Cos(0) is equal to 1, as the input yields the x-coordinate of the spot on the circle for each arc in right spot, where first side coincides positive x-axis or final side spins clockwise first side.

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In this study on road rage, a random sample of 596 men and 523 women were surveyed about their driving behavior.

Based on their responses, each individual was assigned a road rage score on a scale of .

The road rage score scale should be selected according to the researcher's preference, and it should be explained.The researcher should clarify how the data was collected in order to improve the study's transparency and reliability.

ll of these aspects should be explained to make the research findings more reliable.The study's results should be presented in tabular or graphical format to better comprehend the data.

The researcher can use bar charts, pie charts, or histograms, among other things. The researcher should also utilize statistical tools such as mean, median, and mode to present the data's central tendency.

Based on the road rage score results, the study's conclusions and implications should be drawn.

The researcher should emphasize the gender-based findings of the study and discuss whether there is a difference between male and female road rage. Furthermore, the study should propose measures to reduce road rage among motorists.

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Answer:

There are 2 dimes in the purse that contains $2.20

What is an equation?

An equation is the equality between two algebraic expressions, which have at least one unknown or variable.

Let quarters be = x

The dimes be = 1/4 * x

25x+10x/4 = 220

(100x + 10x) /4 = 220

110x/4 = 220

110x = 220*4

110x = 880

x = 880/110

x = 8

The dimes be = 1/4 * x

The dimes be = 1/4 * 8

The dimes be = 2

Step-by-step explanation:

Pls ad brainliest!!!

Answer:

-407/42

Step-by-step explanation:

-8 6/7 - 5/6

-8 6/7 = -62/7

-62/7 - 5/6

= -372/42 - 35/42

= -407/42

Answer: B)

The recursive formula for the sequence 25, 5, 1,… is a(1) = 25 and a(n) = 5 * a(n-1) for n > 1.

Step-by-step explanation:

This is because each term is 1/5 of the previous term. So, the sequence is a(1) = 25, a(2) = 5, a(3) = 1, a(4) = 1/5, a(5) = 1/25, and so on. Does that help?

Answer:

14x^2 + 2y

Step-by-step explanation:

We are given two expressions as the side lengths of a rectangle we must find the perimeter.

The formula for perimeter of a rectangle is [tex]P=l+l+w+w[/tex]. Judging by this, we will have add up all the sides of the rectangle. Lets start by adding the two length expressions first.

[tex](x+10y)+(x+10y)[/tex]

Add x terms

[tex]2x[/tex]

Add y terms

[tex]2x+20y[/tex].

Now lets add the width terms

[tex](7x^2 - x - 9y) + (7x^2 - x - 9y)[/tex]

Add x squared terms

[tex]14x^2[/tex]

Add x terms

[tex]14x^2-2x[/tex]

Add y terms

[tex]14x^2-2x-18y[/tex]

Now we need to add both of the two expressions together

[tex](14x^2-2x-18y)+(2x+20y)[/tex]

We can bring down our x squared term since we have no like terms

[tex]14x^2[/tex]

Add x terms, which cancel.

[tex]14x^2+0[/tex]

Add y terms

[tex]14x^2 +2y[/tex]

The perimeter of the rectangle is 14x^2 + 2y

The method of documentation that describes the setting up of squares of known dimension over the entire pattern is known as grid method.

Grid method is a method of documentation that involves the setting up of squares of known dimensions over the entire pattern to document a site. This method is commonly used in archaeological surveys and historical preservation.

Therefore, grid method is a simple and effective way of recording data, and it is still widely used in the field of archaeology today.

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The two solutions to the equation (2x - 3)(3x + 5) = 0 when solved are x = 3/2 and x = -5/3

Given that, we have the following equation

(2x - 3)(3x + 5) = 0

The above equation means that

2x - 3 = 0 and 3x + 5 = 0

When the equations are evaluated, the equations becoms

2x = 3 and 3x = -5

Lastly, we divide both sides of the equation by the coefficent of x i.e 2 and 3

So, we have

x = 3/2 and x = -5/3

So, the values of the solutions to the equation are x = 3/2 and x = -5/3

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Samantha would fill in the following information on the survey sheet based on the data provided:

Sex: Female

Age: 13-14

How much pressure do you feel to achieve at school? c. A lot

Samantha, a 14-year-old girl, would complete the survey slip by selecting "Female" under "Sex," "13-14" under "Age," and "A lot" under "How much pressure do you feel to achieve at school?"

This indicates that Samantha is feeling a significant amount of pressure to succeed academically. It's common for high school students to feel pressure to perform well in school, and this can be due to various factors such as parental expectations, college aspirations, or personal goals.

As a school counselor, it's essential to understand the level of pressure students are experiencing to provide appropriate support and guidance. Identifying and addressing the sources of pressure can help students like Samantha better manage stress and achieve academic success.

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The question is -

A school counselor conducted a survey among a group of high school students using the following survey slip:

Survey (please tick the correct boxes)

Sex:  Male  Female

Age:  13-14  15 -16  17–18

How much pressure do you feel to achieve at school?

a. None b. A little c. A lot  And d. the unbearable amount

Show, by completing the survey slip on the answer sheet, how Samantha – a 14-year-old girl who feels a lot of pressure to achieve at school – would complete the survey

The unit used to measure the vertical height of a letterform from the bottom of the descender to the top of the ascender is the x-height. The correct answer to the question is option c) x-height.

The x-height is the height of the lowercase letters in a font, typically excluding ascenders and descenders. It is a crucial factor in typography because it affects the legibility and overall appearance of the text.

The x-height is measured in points, which is a unit of measurement commonly used in typography and printing. One point is equivalent to 1/72 of an inch, and it is abbreviated as "pt".

Therefore, the correct answer to the question is option c) x-height. Typography plays an essential role in graphic design, advertising, and branding, and understanding the measurement units used in typography is crucial for producing effective designs.

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Answer: 3/2

Step-by-step explanation:

To find the slope of the line that passes through the points (2, 1) and (0, -2), we can use the formula:

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

where:

m = slope of the line

(x1, y1) = coordinates of the first point

(x2, y2) = coordinates of the second point

Plugging in the values we have, we get:

m = (-2 - 1) / (0 - 2)

m = -3 / -2

m = 3/2

Therefore, the slope of the line that passes through the points (2, 1) and (0, -2) is 3/2.

Answer: 1250 miles

Step-by-step explanation:

50 miles in 1/5 of an hour = 250 miles in 1 hour = 1250 miles in 5 hours

Answer:

1,250

Step-by-step explanation:

50 divided by 1/5 equals 250.

Multiply 250 by 5.

250*5= 1,250

The given inequality is [tex]|x-3|/11 \geq 1[/tex]and the solution to the inequality is [tex]x \leq -8[/tex] or [tex]x \geq 14.[/tex]

We want to solve for [tex]x[/tex], which means we want to find all possible values of [tex]x[/tex] that satisfy the inequality.

To start, we multiply both sides of the inequality by 11, which gives us:

[tex]| x - 3 | \geq 11[/tex]

Now we have an inequality without any fractions. The absolute value sign means that we need to consider two cases: one where [tex]x-3[/tex] is positive, and one where [tex]x-3[/tex] is negative.

Case 1: [tex]x-3[/tex] is positive

If [tex]x-3[/tex] is positive, then [tex]| x - 3 |[/tex] is equal to [tex]x-3[/tex]. So we can rewrite the inequality as:

[tex]x - 3 \geq 11[/tex]

Adding 3 to both sides, we get:

[tex]x \geq 14[/tex]

This means that if [tex]x[/tex] is greater than or equal to 14, then the inequality is satisfied.

Case 2: [tex]x-3[/tex] is negative

If [tex]x-3[/tex] is negative, then [tex]| x - 3 |[/tex] is equal to [tex]-(x - 3)[/tex]. So we can rewrite the inequality as:

[tex]-(x - 3) \geq 11[/tex]

Multiplying both sides by -1, we get:

[tex]x - 3 \leq -11[/tex]

Adding 3 to both sides, we get:

[tex]x \leq -8[/tex]

This means that if [tex]x[/tex] is less than or equal to -8, then the inequality is satisfied.

Putting these two cases together, we get:

[tex]x \leq -8[/tex] or [tex]x \geq 14[/tex]

These are all the possible values of [tex]x[/tex] that satisfy the inequality.

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The complete question is:

Solve the equation: | x - 3 | / 11 ≥ 11 and determine the type of solution.

Answer: 9 cm

Step-by-step explanation: 4+5=9

The area of the composite figure is 80ft².

Composite shapes may have overlaps between their perimeter and area.

Although we frequently define any shape's area through its perimeter, these two ideas are distinct. The area determines how much room the shape can store, while the perimeter merely draws the object's exterior border. Hence, the space that a shape encloses within its perimeter or boundary is its area.

Calculating the areas of various fundamental shapes is necessary to determine the area of a composite shape.

Breaking the form down is the easiest method:

Separate the composite shape into its constituent parts.

Each fundamental shape's area should be determined separately.

Add these areas together to determine the composite shape's area.

Here, first the area of the triangle:

1/2 × b × h

=1/2 ×(18-7-7) × 4

= 1/2 × 4 × 4

= 8ft².

Now, area of the rectangle:

b × l

= 4× 18

= 74ft².

Area of the whole figure = 8 + 72 = 80ft².

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a. No, w is not in fv1; v2; v3g. There are three vectors in fv1; v2; v3g.

b. There are three vectors in the span of fv1; v2; v3g.

c. No, w is not in the subspace spanned by fv1; v2; v3g. This is because the subspace is the set of all linear combinations of the vectors in the span, and w does not have to be a linear combination of the vectors in the span.

To prove this, we first need to recall the definition of the span: it is the set of all linear combinations of a set of vectors. A linear combination is a sum of the vectors, multiplied by constants. For example, if we have a vector v1, and two constants a and b, then the linear combination of a*v1 and b*v1 is (a + b)*v1. If a vector w is not a linear combination of v1, then w is not in the span of v1.

The same logic applies to the vectors fv1; v2; v3g. If w is not a linear combination of these three vectors, then w is not in the subspace spanned by these three vectors. We can prove this by showing that w cannot be a linear combination of fv1; v2; v3g. This is because the only way to create a linear combination of these vectors is to multiply them by constants, and since w is not one of the vectors, it cannot be multiplied by a constant. Therefore, w is not in the subspace spanned by fv1; v2; v3g.

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The correct option is - Graph B, represent quadratic function "p", when values of "a" and "c" are both less than 0.

f(x) = ax² + bx + c, in which a, b, and c are numbers and an is not equal to zero, is a quadratic function.

The given function :

y = ax² + c.

a < 0 and c <0.

Thus, Graph B, represent function "p", when values of "a" and "c" are both less than 0, and the graph will open downward with c less than 0.

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The height of the trapezium is 5mm, given that the two parallel sides have lengths of 6mm and 8mm, and the area of the trapezium is 35mm².

To find the height of a trapezium given its area and the lengths of its parallel sides, we use the formula:

Area = (a + b) * h / 2

where a and b are the lengths of the parallel sides, h is the height, and Area is the area of the trapezium.

In this case, we are given that the area of the trapezium is 35mm², and we know that the two parallel sides have lengths 6mm and 8mm. So, we can substitute these values into the formula and solve for h:

35 = (6+8) x h/2

Simplifying the right-hand side of the equation, we can combine the two lengths of the parallel sides and multiply by h, and then divide by 2 to get:

35 = 14h / 2

Multiplying both sides by 2, we get:

70 = 14h

Dividing both sides by 14, we get:

h = 5

Therefore, the height of the trapezium is 5mm.

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Answer:

B. 4.4×10^9

Step-by-step explanation:

8.8×10^6×5×10^2

=8.8×5×10^(6+2)

=44×10^8

=4.4×10^9 is the answer

Answer: Plot 2

Step-by-step explanation:

Answer:

A is correct

Step-by-step explanation:

Answer: 1.26 × 10 to the 10th power

Step-by-step explanation: