A volleyball player’s serving percentage is 75%. Six of her serves are randomly selected. Using the table, what is the probability that at most 4 of them were successes?




A 2-column table with 7 rows. Column 1 is labeled number of serves with entries 0, 1, 2, 3, 4, 5, 6. Column 2 is labeled probability with entries 0. 0002, 0. 004, 0. 033, 0. 132, 0. 297, 0. 356, question mark.




0. 297



0. 466



0. 534



0. 822

Answer:

im sorry this makes absolutely no sense

Step-by-step explanation:

By using Pythagoras' theorem, triangle 3 and 4 is a right triangle, and others are not.

What is the triangle?

A triangle is a three-sided polygon with three vertices. The angle produced within the triangle is 180 degrees.

What is right-angled triangle?

A right-angled triangle is one with one of its interior angles equal to 90 degrees, or any angle is a right angle.

According to the given information:

The Pythagorean theorem states that " In a right-angled triangle, the square of the hypotenuse is equal to the sum of squares of the other two sides"

Let's check fig (3)

[tex]15^{2} =12^{2} +9^{2}[/tex]

225 = 144 + 81

225 = 225

both sides are equal, Therefore it is a right-angled triangle.

Let's check fig (4)

[tex]48.5^{2}=39^{2}+32.5^{2}[/tex]

2352.25 = 1521 + 1056.25

2352.25 ≠ 2577.25

Both sides are not equal, Therefore it is not a right-angled triangle.

Let's check fig (5)

[tex]11^{2}=9^{2}+\sqrt{115} ^{2}[/tex]

121 = 81 + 115

121 ≠ 196

Both sides are not equal, Therefore it is not a right-angled triangle.

Let's check fig (6)

[tex]16^{2} = 10^{2} + (2\sqrt{39}) ^{2}[/tex]

256 = 100 + 156

256 = 256

both sides are equal, Therefore it is a right-angled triangle.

Hence figure 3 and 6 is right angle triangle, others are not.

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Answer:

Step-by-step explanation:

Given:- ABCD is a parallelogram, and AE and CF bisect ∠A and ∠C respectively. To prove:- AE∥CF Proof:- Since in a parallelogram, opposite angles are equal.

The volume of the new globe would be 381.51 cubic inches, which is half the volume of the original globe.

The volume of a sphere is given by the formula:

V = (4/3)πr³

where r is the radius of the sphere.

If the diameter of the globe is reduced by half, then the new diameter would be 9 inches, and the new radius would be half of that, or 4.5 inches.

The new volume would be:

V' = (4/3)π(4.5)³

= (4/3)×3.14×(91.125)

= 381.51 cubic inches

Therefore, the volume of the new globe would be 381.51 cubic inches, which is half the volume of the original globe.

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To determine the person who made the best kick, you could use an equation that relates distance, speed, and height: distance = speed × time.

To determine the person with the best kick, it is vital that a correlation be drawn between the distance and height. In the absence of information about time, the person with the farthest distance and longest height can be determined as the person with the best kick.

So, to get the result without having the complete data, you can compare the height to determine the individual with the farthest distance and highest kick.

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We denote triangle ABC, angle A measures 90°, angle B measures 30° and angle C measures 60°.

We apply the cosine of 30 degrees, becuase m(∡A) = 90° and find the hypotenuse of triangle ABC:

cos = (adjacent side) / (hypotenuse)

⇔ cos B = AB/BC ⇔

⇔ cos 30° = 8√3/v ⇔

⇔ √3/2 = 8√3/v ⇔

⇔ √3 • v = 2 • 8√3 ⇔

⇔ v√3 = 16√3 ⇔

⇔ v = 16√3 ÷ √3 ⇔

⇔ v = 16 millimeters

Hope that helps! Good luck! :)

Her total earnings increase by $21.25 for every hour she works, since her hourly wage is constant.

The relationship between Natalie's earnings and the number of hours she works can be represented by a linear equation in the form y = mx + b, where y is her total earnings, x is the number of hours she works, m is her hourly wage, and b is her initial earnings (or y-intercept).

To find the hourly wage, we can divide her total earnings by the number of hours she works:

hourly wage (m) = total earnings / number of hours worked

m = 85 / 4 = 21.25

So, Natalie's hourly wage is $21.25.

Now, we can use this information to create a table that shows the relationship between the number of hours she works and her total earnings:

| Hours worked (x) | Total earnings (y) |
|------------------|-------------------|
|       1          |       21.25       |
|       2          |       42.50       |
|       3          |       63.75       |
|       4          |       85.00       |

As you can see, her total earnings increase by $21.25 for every hour she works, since her hourly wage is constant. Therefore, the correct table that represents the relationship between the number of hours she works and her total earnings is the one shown above.

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The equation that can be used to determine the number of people (x) who can go to the amusement park is:

207.50 = 5 + (33.75 × x).

To determine the number of people (x) who can go to the amusement park, we need to create an equation using the given information. We know that they have $207.50 to spend, parking costs $5, and each ticket costs $33.75 per person (including tax).

We can represent the total cost of the trip as the sum of the cost for parking and the cost of the tickets for x number of people. The equation would be:

Total Cost = Cost of Parking + (Cost of Tickets per Person × Number of People)

Since we know the total cost is $207.50, the cost of parking is $5, and the cost of tickets per person is $33.75, we can plug in these values:

207.50 = 5 + (33.75 × x)

This equation can be used to determine the value of the variable x, the number of people who can go to the amusement park. To find the value of x, simply solve the equation by isolating the variable x.

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To evaluate the integral ∫(x^3+4x)/x^4+8x^2+1, we can use the substitution u = x^2 + 1. Then, du/dx = 2x, which means that dx = du/(2x). Substituting these into the integral, we get:

∫(x^3+4x)/x^4+8x^2+1 dx = ∫(1/u)(x^2+1)(x^3+4x)/(2x) du
= 1/2 ∫(u-1)/u^2 du
= 1/2 ∫(u/u^2 - 1/u^2) du
= 1/2 ln|u| + 1/2 (1/u) + C
= 1/2 ln|x^2+1| + 1/2 (1/(x^2+1)) + C

Therefore, the final answer is ∫(x^3+4x)/x^4+8x^2+1 dx = 1/2 ln|x^2+1| + 1/2 (1/(x^2+1)) + C.
Hi! To evaluate the integral, we can rewrite the given expression as follows:

∫((x^3 + 4x) / (x^4 + 8x^2 + 1)) dx

Now, let's use substitution to solve this integral. Let's set:

u = x^2 + 4

Then, the derivative du/dx = 2x. So, dx = du / (2x).

Now, we can rewrite the integral in terms of u:

∫((x^3 + 4x) / (u^2 + 1)) (du / (2x))

Notice that x^3/x and 4x/x simplify, and we are left with:

(1/2) ∫(u / (u^2 + 1)) du

Now we can integrate this expression:

(1/2) * [ln(u^2 + 1) + C]

Now, substitute back x^2 + 4 for u:

(1/2) * [ln(x^2 + 4 + 1) + C] = (1/2) * [ln(x^2 + 5) + C]

So, the evaluated integral is:

(1/2) * [ln(x^2 + 5) + C]

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Answer:

  b. g(t) = 1.5 sin (π t) +3.5

Step-by-step explanation:

You want to choose the function that has the given graph.

At t = 0, the graph shows a value of 3.5. The sine of 0 is 0, so this eliminates choice A.

At t = 1/2, the graph shows a value of 5. The values given by the different formulas are ...

  b. g(1/2) = 1.5·sin(π/2) +3.5 = 5 . . . . . matches the graph

  c. h(1/2) = 1.5·sin(π) + 3.5 = 3.5 . . . . no match

  d. h(1/2) = 1.5·sin(π/4) +3.5 = 0.75√2 +3.5 . . . . no match

__

Additional comment

The horizontal distance for one period of the graph (from peak to peak, for example) is T = 2 seconds. If the sine function is sin(ωt), then the value of ω is ...

  ω = 2π/T = 2π/2 = π

This tells you the function g(t) = 1.5·sin(πt)+3.5 is the correct choice.

Analysis whether the biases were present in the survey or not .

The different types of biases are:

Nonresponse bias

Under coverage

Poorly worded

Given,

Biases in survey .

When it comes to surveys, there are several factors that can influence a person's decision to participate, such as the timing and location of the survey, the perceived relevance of the questions and incentives offered for participation. In some cases, people may opt-out of participating in a survey due to privacy concerns, lack of interest or distrust of the organization conducting the survey.

In terms of biases, survey designers should be careful of different types of biases that can affect the results, such as sampling bias, selection bias and response bias.

For example, if a survey is only given to certain demographics, the results may not be representative of the target audience.

Similarly, if the survey questions are worded in a leading or biased way, it can influence a person's response and skew the results.

It is important for survey designers to be aware of these biases and take steps to minimize their impact. This can include using random sampling techniques to ensure a representative sample, testing survey questions with focus groups to ensure they are clear and unbiased, and providing clear and transparent information about the purpose and use of the survey data. By taking these steps, survey designers can create surveys that produce accurate and reliable results.

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Answer:

31

Step-by-step explanation:

1. Replace the variables with numbers

8(5)-(9)

2.Conduct order of operations

8(5)-9           -->     40-9    ---> 31

Answer:

31

Explanation:

Trust

Answer:

[tex]\frac{-5}{34}[/tex]

Step-by-step explanation:

[tex]\frac{5}{12} * \frac{-6}{17}[/tex]  = [tex]\frac{-30}{204}[/tex]

We can simplify.

[tex]\frac{-15}{102}[/tex]  ⇒ Divided both by 2

[tex]\frac{-5}{34}[/tex]  ⇒  Divided both by 3

[tex]\frac{-5}{34}[/tex] is the final answer

Answer:

f(2) = 2

Step-by-step explanation:

We are given
f(x) = x² - 7x + 4

To find f(2), just plug in 2 wherever you see an x and simplify

f(2) = 3 · 2² - 7 · 2 + 4

= 3 · 4 - 7 · 2 + 4

= 12 - 14 + 4

= 2

There are 4 possible combinations of coins that Suki could use to get exactly $2.50.

Let's denote the number of $2 coins as x, the number of $1 coins as y, and the number of quarters as z.

We need to find all the possible combinations of x, y, and z that satisfy the equation:

2x + y + 0.25z = 2.50

Here's the corrected organized list of combinations:

(1, 0, 2) → $2 + $1 + $0 = $2.50

(0, 2, 2) → $0 + $2 + $0.50 = $2.50

(0, 1, 6) → $0 + $1 + $1.50 = $2.50

(0, 0, 10) → $0 + $0 + $2.50 = $2.50

There are 4 possible combinations of coins that Suki could use to get exactly $2.50.

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The length of lm is 10 cm.

To find the length of lm, we need to use the fact that om and oj are both diameters of their respective circles. We can start by finding the radius of each circle:

- The radius of om is half of its diameter, so it's 34 cm.
- The radius of oj is half of its diameter, so it's 27 cm.

Next, we can use the fact that jk is perpendicular to lm to create a right triangle:

- One leg of the triangle is jk, which we know is 8 cm.
- The other leg is half of the difference between the radii of the two circles, since lm connects the two circles. That means the other leg is (34 - 27)/2 = 3.5 cm.

Now we can use the Pythagorean theorem to find the length of lm:

lm² = jk² + (radius difference/2)²
lm² = 8² + 3.5²
lm² = 70.25
lm = 10 cm

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Partial sums are:

a) limx→∞ S = L
b) The limit does not exist.
c) limx→∞ S = L
d) The limit does not exist.

We need to use the formulas for partial sums and limits of sequences.

First, recall that the nth partial sum of a series is given by:

Sn = a1 + a2 + ... + an

And the limit of a sequence (if it exists) is given by:

limn→∞ an

Now, let's use these formulas to answer the parts of the question:

a) Find lim S as n approaches infinity:

We have:

S = ax = a1 + a2 + a3 + ... + ax

Taking the limit as x approaches infinity, we get:

limx→∞ S = limx→∞ (a1 + a2 + a3 + ... + ax) = limn→∞ Sn

But we know that the series is convergent, so the limit of the partial sums exists and is equal to the sum of the series:

limn→∞ Sn = L

Therefore:

limx→∞ S = L

b) Find lim as x approaches 0:

We have:

S = ax = a1 + a2 + a3 + ... + ax

Taking the limit as x approaches 0, we get:

limx→0 S = limx→0 (a1 + a2 + a3 + ... + ax)

But as x approaches 0, the number of terms in the sum approaches infinity, so this limit does not exist.

c) Find lim S as x approaches infinity:

We have:

S = ax = a1 + a2 + a3 + ... + ax

Taking the limit as x approaches infinity, we get:

limx→∞ S = limx→∞ (a1 + a2 + a3 + ... + ax) = limn→∞ Sn

Again, we know that the limit of the partial sums exists and is equal to the sum of the series:

limn→∞ Sn = L

Therefore:

limx→∞ S = L

d) Find lim as x approaches 100:

We have:

S = ax = a1 + a2 + a3 + ... + ax

Taking the limit as x approaches 100, we get:

limx→100 S = limx→100 (a1 + a2 + a3 + ... + ax)

But as x approaches 100, the number of terms in the sum approaches infinity, so this limit does not exist.

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There are approximately 5500 dimes in the jar. A) 5.5 x 103 dimes.

To determine the number of dimes in the jar, we can divide the total mass of the dimes by the mass of each dime.

Total mass of dimes = 1.265 x 10 grams

Mass of each dime = 2.3 grams

Let "x" be the number of dimes in the jar. Then, we can set up the following equation:

x(2.3 grams) = 1.265 x 10 grams

Simplifying this equation, we get:

x = 1.265 x 10 / 2.3

x ≈ 5500

It is important to that this calculation assumes that all dimes have the same mass, and that there are no other objects in the jar.

the actual number of dimes may vary slightly due to measurement error or variability in the mass of each dime.

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When x = 3 and dx = 0.4, the differential dy is approximately 4.056, and when x = 3 and dx = 0.8, the differential dy is approximately 8.113.

Differential,

To find the differential dy, we use the formula:

dy = f'(x) * dx

where f'(x) is the derivative of the function y = tan(5x + 5) with respect to x.

Taking the derivative, we get: f'(x) = sec^2(5x + 5) * 5 Plugging in x = 3, we get: f'(3) = sec^2(20) * 5

Now we can find the differential dy for dx = 0.4 and dx = 0.8:

When dx = 0.4: dy = f'(3) * dx dy = sec^2(20) * 5 * 0.4 dy ≈ 4.056

When dx = 0.8: dy = f'(3) * dx dy = sec^2(20) * 5 * 0.8 dy ≈ 8.113

Therefore, when x = 3 and dx = 0.4, the differential dy is approximately 4.056, and when x = 3 and dx = 0.8, the differential dy is approximately 8.113.

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the area of the circle on the paper is approximately 0.8 square inches.

To find the area of the circle traced on the paper, we'll use the formula for the area of a circle, which is A = πr², where A is the area, π is approximately 3.14, and r is the radius.

The diameter of the quarter is about 1 inch, so the radius is half of that, which is 0.5 inches. Now, plug the radius into the formula:

A = 3.14 × (0.5)²
A = 3.14 × 0.25
A ≈ 0.785

Therefore, the area of the circle on the paper is approximately 0.8 square inches when rounded to the nearest tenth.

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The value of c is 0.4 and  the corresponding horizontal distance travelled by the ball is 4 meters.

We are given the projectile equation:

y = -1/8x² + x + c

To find the value of c, we can use the fact that the maximum height attained by the ball is 2.4 meters. The maximum height occurs at the vertex of the parabola, which is given by:

x = -b/2a

where a = -1/8 and b = 1.

Therefore,

x = -(1)/(2*(-1/8)) = 4

So, the corresponding horizontal distance travelled by the ball is 4 meters.

Now, we can use the maximum height attained by the ball to solve for c.

y = -1/8x² + x + c

Substituting x = 4 and y = 2.4, we get:

2.4 = -1/8(4)² + 4 + c

2.4 = -1/8(16) + 4 + c

2.4 = -2 + 4 + c

c = 0.4

Therefore, the value of c is 0.4.

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The range of the equation y = x² + 2x -5 where -3 ≤ x ≤ 3 is [-3,10]

The function is y = x² + 2x -5

Domain of x is [-3,3]

By putting the value of x = -3

y = (-3)² + 2(-3) - 5

y = 9 - 6 -5

y = -2

Minimum possible value is -2

And by putting the value of x = 3

y = 3² + 2(3) -5

y = 9 + 6 -5

y = 10

Maximum possible value is 10

The value of y ranges between -2 ≤ y ≤ 10

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The question is incomplete the complete question is :

If y =  = x² + 2x -5 for  -3 ≤ x ≤ 3  then what will be the range of y ?

The properties of exponents

1. [tex](64)^{1/2}[/tex] = √(64) = 8

2.  [tex]3m(mn)^(3/2)[/tex] = [tex]3m(m^{3/2}n^{3/2})[/tex]

3. 2a(5ab)² = [tex]2a(25a^2b^2) = 50a^3b^2[/tex]

The properties of exponents can be used to simplify and rewrite expressions involving powers and roots. The most common properties are:

Product of powers: [tex]a^m[/tex] * aⁿ = [tex]a^{m+n}[/tex]

Quotient of powers: [tex]a^m[/tex]/ aⁿ = [tex]a^{m-n}[/tex]

Power of a power: [tex](a^m)^n[/tex] = [tex]a^{mn}[/tex]

Power of a product: [tex](ab)^m[/tex] = [tex]a^m[/tex] * [tex]b^m[/tex]

Power of a quotient: [tex](a/b)^m[/tex] = [tex]a^m[/tex]/ [tex]b^m[/tex]

Using these properties, we can rewrite the given equations as follows:

1. [tex](64)^{1/2}[/tex] = √(64) = 8

The square root of 64 is 8. The power of 1/2 represents the square root.

2. [tex]3m(mn)^(3/2)[/tex] = [tex]3m(m^{3/2}n^{3/2})[/tex]

The power of 3/2 represents the square root of the square. We can use the product of powers property to combine the m and n terms under the same square root.

3. 2a(5ab)² = [tex]2a(25a^2b^2) = 50a^3b^2[/tex]

We can use the power of a product property to square the 5ab term, and then simplify by combining the like terms.

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To emphasize the difference between the cost per doctor visit for each of the three plans, you can change the scale on the y-axis to either 0–100 or 25–40 and adjust the interval of the y-axis to count by 5s.

To emphasize the difference, you can consider the following adjustments to the graph:

1. Change the scale on the y-axis to 0–100. This adjustment will give a wider range for the costs, making it easier to see the differences between the three plans.

2. Alternatively, change the scale on the y-axis to 25–40. This change will focus more on the specific cost range that the three plans fall into, magnifying the differences between them.

3. Change the interval of the y-axis to count by 5s. This alteration will increase the number of increments on the y-axis, giving a more detailed view of the cost differences between the plans.

4. On the other hand, changing the interval of the y-axis to count by 20s might not be the best option. It will decrease the increments on y-axis and make it harder to visualize the cost differences between the plans.

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The length of MQ and QN is 10 and 15 respectively and verify that MQ: QN = 2:3

The coordinate of M = (-12,-5)

The coordinate of N = (8,10)

n = 2 , m = 3

By using the section formula coordinate of Q =( [tex]\frac{mx_{1} + nx_{2} }{m+n }[/tex] , [tex]\frac{my_{1} + ny_{2} }{m+n}[/tex])

Coordinate of Q = ([tex]\frac{(-12)3 + 8(2)}{3+2}[/tex] , [tex]\frac{10(2) + 3(-5)}{2+3}[/tex])

Coordinate of Q = ( -4, 1)

Now using the distance formula

MQ = [tex]\sqrt{ (x_{2}- x_{1} )^{2} +(y_{2} -y_{1} )^{2}[/tex]

MQ = [tex]\sqrt{(-4+12)^{2}+(1+5)^{2} }[/tex]

MQ = √100

MQ = 10

Similarly,

QN = [tex]\sqrt{(8+4)^{2}+(10-1)^{2} }[/tex]

QN =  [tex]\sqrt{225}[/tex]

QN = 15

MQ:QN = 10:15

MA :QN = 2:3

Hence it is verified that MQ: QN = 2:3

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Answer:

462

Step-by-step explanation:

1. Start by substituting the value of x and and

2. You then multiply the substituted value in each brace and add 1 and subtract 1 from each bracket respectively

3. After getting your final answer in each bracket multiply them

4. You then get your final answer as 462

An angle of 0 radians is an angle along the positive x-axis of the unit circle. Its terminal point is (1, 0).

The tangent of 0 radians is defined as the ratio of the y-coordinate to the x-coordinate of the terminal point, which is 0/1 = 0.

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The possible total number of boys and girls in the class is 21, and

the answer is b).

Let's denote the number of girls in the class as 'g' and the number of

boys as 'b'.

We know that all students in the class study either French or German,

but not both.

Therefore, the total number of students in the class is equal to the sum

of the number of students who study French and the number of students

who study German

From the given information, we can write the following equations:

        study German

Substituting this into the first equation, we get:

Substituting this into the first equation, we get:

Therefore, the total number of students in the class must be a multiple

of 3.

Let's try the answer choices:

a) 15 students (total number of students is not a multiple of 3)

b) 21 students (total number of students is a multiple of 3 and the

number of girls is a multiple of 3, so this is a possible solution)

c) 24 students (total number of students is a multiple of 3 and the

number of girls is not a multiple of 3)

d) 30 students (total number of students is a multiple of 3 but the

number of girls is not a multiple of 3)

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