)
2. A deli offers a lunch consisting of a soup,
salad, and sandwich from the menu shown
in the table. A customer randomly chooses
lunch consisting of a soup, salad, and
sandwich. Construct and use a tree diagram
to determine the sample space of the event.
How many possible outcomes are in the
sample space? (Example 2)
Salad
Soup
Tortellini
Lentil
Caesar
Macaroni
Sandwich
Roast Beef
Ham
Turkey
Show
your work
here

Answers

Answer 1

So, there are 18 possible outcomes in the sample space.

What is sample space?

In probability theory, the sample space of an experiment is the set of all possible outcomes that can occur. It is denoted by the symbol S and represents the total set of possible results that can be obtained from a given experiment.

For example, when rolling a standard six-sided die, the sample space is {1, 2, 3, 4, 5, 6}, because those are the only possible outcomes of the experiment. Similarly, when flipping a coin, the sample space is {heads, tails}.

The sample space is an essential concept in probability theory because it helps to determine the likelihood or probability of various outcomes occurring in a given experiment.

Here's the tree diagram for the given problem:

markdown

Copy code

        Lunch

           /     |      \

    Soup Salad Sandwich

    /              |         |    

Tortellini Lentil     Caesar

                          /          |      \

               Roast Beef Ham   Turkey

The possible outcomes in the sample space are all the combinations of soup, salad, and sandwich.

There are 2 options for soup (Tortellini, Lentil), 3 options for salad (Caesar, Macaroni, Garden), and 3 options for sandwich (Roast Beef, Ham, Turkey). Therefore, the total number of possible outcomes in the sample space is:

2 x 3 x 3 = 18

So, there are 18 possible outcomes in the sample space.

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Related Questions

Please help me!! You will get 50 points!!! if you answer all!

Answers

Answer: If I'm correct, an equivalent expression to v could be (2y)+10+2(5x+3)

Sorry I don remember how to do the other 2.

Step-by-step explanation

PEMDAS

2x + 10 + 2(5y + 3)

2x = 2

5y = 5

2+10=12 12+16

2 x (5+3=8) = 16

12+16= 28

x=1 y=1

An equivalent algebraic expression could be

(2y)+10+2(5x+3) if I'm correct because the

The answer is equal to the previous answer

Show that the following transformation is not linear: T: R ^ 3 longrightarrow R^ 2 define by T(x_{1}, x_{2}, x_{3}) = (|x_{1}|, 0)

Answers

The transformation T: R^3 → R^2 defined by T(x1, x2, x3) = (|x1|, 0) is not linear transformation as it violates the additivity and homogeneity properties of linearity.

To show that the transformation T: R^3 → R^2 defined by T(x1, x2, x3) = (|x1|, 0) is not linear, we need to demonstrate that it violates at least one of the two properties of linearity, namely, additivity and homogeneity.

Additivity: T(u + v) = T(u) + T(v) for all vectors u and v in R^3.

Let u = (1, 2, 3) and v = (4, 5, 6) be two vectors in R^3. Then,

T(u) = T(1, 2, 3) = (|1|, 0) = (1, 0)

T(v) = T(4, 5, 6) = (|4|, 0) = (4, 0)

T(u + v) = T(1+4, 2+5, 3+6) = T(5, 7, 9) = (|5|, 0) = (5, 0)

However,

T(u) + T(v) = (1, 0) + (4, 0) = (5, 0)

Since T(u + v) ≠ T(u) + T(v), the transformation T is not additive and hence not linear transformation.

Homogeneity: T(cu) = cT(u) for all vectors u in R^3 and all scalars c.

Let u = (1, 2, 3) be a vector in R^3, and let c = 2 be a scalar. Then,

T(u) = T(1, 2, 3) = (|1|, 0) = (1, 0)

T(cu) = T(2, 4, 6) = (|2|, 0) = (2, 0)

However,

cT(u) = 2(1, 0) = (2, 0)

Since T(cu) ≠ cT(u), the transformation T is not homogeneous and hence not linear.

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Which of the following rational functions is graphed below?

Answers

Answer:

[tex]\textsf{D.}\quad f(x)=\dfrac{(x-1)}{x(x-3)}[/tex]

Step-by-step explanation:

An asymptote is a line that the curve gets infinitely close to, but never touches.

Vertical asymptotes of a rational function occur when the denominator equals zero.

From inspection of the given graph, the vertical asymptotes are:

x = 0x = 3

Therefore, for the denominator to equal zero, it must include the factors:

x(x - 3)

Since the only answer option that has the factors x and (x - 3) is option D, the graphed rational function is:

[tex]f(x)=\dfrac{(x-1)}{x(x-3)}[/tex]

i need help fast lol.​

Answers

The coordinates of the vertices of the translated shape are (-4, 7), (-1, 7), (-4, 5), and (1, 5).

What is translation and transformation?

Transforming an object from one place to another without altering its size or shape is known as translation. Contrarily, the term "transformation" refers to a wider range of procedures that can alter the size, shape, or orientation of an item. Rotation, reflection, and scaling are some more forms of transformation in addition to translation.

The given vector is (-5, 3).

To translate the graph add the vector to the coordinates as follows:

(1, 4) + (-5, 3) = (-4, 7)

(4, 4) + (-5, 3) = (-1, 7)

(1, 2) + (-5, 3) = (-4, 5)

(6, 2) + (-5, 3) = (1, 5)

Hence, the coordinates of the vertices of the translated shape are (-4, 7), (-1, 7), (-4, 5), and (1, 5).

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Please help! How do I find n in this equation?

Answers

Answer: - 6

Step-by-step explanation:

Since n is c in [tex]ax^{2}[/tex] + bx + c, that means that n is the y - intercept of the graph. The y - intercept in the graph is -6 which means that n = -6.

A recipe requires 1/5 of sugar for every 1/3 cup of milk. How much milk is needed for each cup of sugar

Answers

For each cup of sugar, we need 5/3 cups of milk.

Define fraction

A fraction is used to express a portion of a whole or a ratio of two values. It is represented by a numerator and a denominator separated by a horizontal line, with the numerator above and the denominator below.

To find : how much milk is needed for each cup of sugar

we need to use the given ratio of sugar to milk and invert it:

1/5 cup of sugar per 1/3 cup of milk

To find how much milk is needed for each cup of sugar, we need to divide the amount of milk by the amount of sugar:

(1/3 cup of milk) ÷ (1/5 cup of sugar) = (1/3) × (5/1) = 5/3 cup of milk per cup of sugar

Therefore, for each cup of sugar, we need 5/3 cups of milk.

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Question 2 of 10
What is the standard form of the line that passes through the points (-4, 6) and (0, -7)?

Answers

This is the slope-intercept form of the equation of the line. To convert it to the standard form, we need to rearrange it so that the x and y terms are on the same side of the equation:= (13/4)x + y = -7

How to find standard form?

To find the standard form of the line that passes through the given points (-4, 6) and (0, -7), we need to first find the slope of the line using the slope formula:

slope = (y₂ - y₁) / (x₂- x₁)

where (x₁, y₁) and (x₂, y₂) are the coordinates of the two points.

Using the given points, we get:

slope = (-7 - 6) / (0 - (-4))

slope = -13/4

Now that we have the slope of the line, we can use the point-slope form of the equation of a line:

y - y₁= m(x - x₁)

where m is the slope and (x1, y1) is one of the points on the line. Using the point (-4, 6), we get:

y - 6 = (-13/4)(x - (-4))

y - 6 = (-13/4)x - 13

y = (-13/4)x - 7

This is the slope-intercept form of the equation of the line. To convert it to the standard form, we need to rearrange it so that the x and y terms are on the same side of the equation:

(13/4)x + y = -7

This is the standard form of the equation of the line that passes through the given points.

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He made a baby quilt that was 3ft long and it’s area was 64 square feet. What is its perimeter?

Answers

The perimeter of the baby quilt is approximately 48.66 feet.

A quilt that is 3 feet long cannot have a surface area of 64 square feet, hence it appears that the information provided is incorrect. When calculating the area of a quilt, the length and breadth are multiplied. If the quilt is just 3 feet long, for example, the width would need to be 64/3 = 21.3 feet, which is not a practical size for a baby quilt.

Let's assume the information provided is false and try to determine the perimeter of a baby quilt whose surface area is 64 square feet.

To do this, we must first determine the quilt's proportions. Given that a rectangle's area is determined by multiplying its length by its width, we may determine the width by dividing the area by the length.

width = area / length, or 64 / 3 = 21.33 feet (rounded to two decimal places)

The baby quilt is 3 feet by 21.33 feet.

We add the lengths of the four sides to find the perimeter.

The perimeter is equal to 2 (length + width)/2 (3 + 21.33) = 48.66 ft (rounded to two decimal places)

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What is the value of x?
12 units
15 units
20 units
24 units

Answers

Answer:The value of x is 15 units.

Step-by-step explanation:

In the given triangle RSQ and ΔRST it is given that

∠RTS ≅ ∠SRQ ≅ 90°

∠RSQ is common in two triangles Δ RSQ and Δ RST.

Therefore two angles are equal so both the triangles are common.

From this property we opposite sides of the corresponding angles will be in the same ratio.

SR/SQ = ST/SR

x/(9 + 16) = 9/x

By cross multiplication on each side of the equation

x² = 25×9 = 225

x = √225 = 15

Therefore measurement of x is 15 units.

A rectangular playing field is 80m by 100m, if Ali wants to make 3 rounds around this field, how many meters will he cover altogether?
(please explain well)

Answers

Answer:

Ali will cover 1,080m altogether.

Step-by-step explanation

If the field is 80m by 100m and there are 2 sides of each of those measurements to make a whole round around the field, then one round would be (80m x 2) + (100m x 2) = 360. Since Ali wants to do three laps around the field, then you multiply 360 x 3 to get 1080m total.

Find the values of the variables and the lengths of the sides of this kite. Hint: solve for x first.
Please help!,,,,,

Answers

Answer:

x=7 y=14

Step-by-step explanation:

2x +4=x +11

2x-x=11-4

x=7

y-4=x+3

y-4=7+3

y=7+3+4

y=14

The equation 9x^2 - 6xy + y ^2 + 6x - 5y + 12 = 0 represents which of these shapes:

Answers

The equation 9x^2 - 6xy + y ^2 + 6x - 5y + 12 = 0 represents shape option (B) Ellipse.

The given equation is 9x^2 - 6xy + y^2 + 6x – 5y + 12 = 0.

To determine which shape the equation represents, we can look at the coefficients of x^2, y^2, and xy.

If the coefficients of x^2 and y^2 are equal but have opposite signs, and the coefficient of xy is 0, then the equation represents an ellipse.

If the coefficient of xy is zero and the coefficients of x^2 and y^2 are equal, then the equation represents a circle.

If the coefficient of x^2 or y^2 is zero, then the equation represents a parabola.

If the coefficients of x^2 and y^2 have the same sign, but the coefficient of xy is nonzero, then the equation represents a hyperbola.

Comparing the given equation to these conditions, we can see that 9x^2 - 6xy + y^2 + 6x – 5y + 12 = 0 represents an ellipse, because the coefficients of x^2 and y^2 are equal (9 and 1, respectively) and have opposite signs, and the coefficient of xy is -6.

Therefore, the answer is (B) Ellipse.

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The given question is incomplete, the complete question is:

The equation 9x^2 - 6xy + y^2 + 6x – 5y + 12 = 0 represents which of these shapes: A)Hyperbola B) Ellipse C)  Parabola D) Circle

Dipesh bought 3 notebooks and 2 pens for Rs. 80. His friend Ramesh said that price of each notebook could be
Rs. 25. Then three notebooks would cost Rs.75, the two pens would cost Rs. 5 and each pen could be for Rs. 2.50.
Another friend Amar felt that Rs. 2.50 for one pen was too little. It should be at least Rs. 16. Then the price of
each notebook would also be Rs.16.Dipesh bought 3 notebooks and 2 pens for Rs. 80. His friend Ramesh said that price of each notebook could be
Rs. 25. Then three notebooks would cost Rs.75, the two pens would cost Rs. 5 and each pen could be for Rs. 2.50.
Another friend Amar felt that Rs. 2.50 for one pen was too little. It should be at least Rs. 16. Then the price of
each notebook would also be Rs.16.

Answers

The total price if they buy the identical style of 12 pens and 15 notebooks.

What is unitary method?

"A method to find a single unit value from a multiple unit value and to find a multiple unit value from a single unit value."

We always count the unit or amount value first and then calculate the more or less amount value.

For this reason, this procedure is called a unified procedure.

Many set values ​​are found by multiplying the set value by the number of sets.

A set value is obtained by dividing many set values ​​by the number of sets.

Hence total cost

= Rs ( 300 + 120 )

= Rs 420

The cost of 15 notebooks

= Rs ( 15 × 20 )

= Rs 300

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COMPLETE QUESTION-

Dipesh bought 3 notebooks and 2 pens for Rs. 80. His friend Ramesh said that price of each notebook could be

Rs. 25. Then three notebooks would cost Rs.75, the two pens would cost Rs. 5 and each pen could be for Rs. 2.50.

-z + 7 = 6 solve for z

Answers

Answer:

z = 1

Step-by-step explanation:

-z + 7 = 6

    -7    -7

             -1    

So, basically add -7 on both side (or the kcf method) which cancels out on on the right side but makes -1 on then notice how the -z/-1 = a positive because a negative divided by a negative is a positive so its positive one.

How to check?

just replace -z with -1 and put -1 + 7 = 6 which makes this answer correct.

The following table shows the number of miles a hiker walked on a trail each day for 6 days.

1

2

3

4

5

6

Day

Number of Miles

8

5

7

2

2

9

8

What was the mean number of miles the hiker walked for the 6 days?

A

3. 5

B

4. 5

С

6. 5

D

7. 5

E

8

Answers

The mean number of miles the hiker walked for the 6 days is 5.5. We can find it in the following manner.

To find the mean number of miles the hiker walked for the 6 days, we need to calculate the sum of the number of miles and then divide it by 6 (the number of days).

Sum of miles = 8 + 5 + 7 + 2 + 2 + 9 = 33

Mean = Sum of miles / Number of days = 33 / 6 = 5.5

Therefore, the mean number of miles the hiker walked for the 6 days is 5.5.

The closest option to this value is option C: 6.5. However, it is not the correct answer.

In mathematics, the mean is the average of a set of data, which is calculated by adding all the numbers together and then dividing the result by the total number of numbers. For instance, the mean for the collection of values 8, 9, 5, 6, 7 is 7, since 8 + 9 + 5 + 6 + 7 = 35, and 35/5 = 7.

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Anastasia was trying to decide which investment plan would be best over 10 years. Bank A was offering 8.5% simple interest on her money using the formula I = P r t. Bank B was offering 8% compounded annually using the formula A = P (1 + r) Superscript t. Which bank is a better investment if she has $2,000 to invest for 10 years?

Answers

Answer:

8$ is the answer so chose that one

4 Assignment
K
Question 4, 2.4.20
Part 3 of 8
Fill in the Venn diagram with the appropriate numbers based on the following information.
n(A)=33
n(B)=36
n(B n C) = 14
n(An C) = 9
n(AnBn C) = 5
n(U)= 70
n(C) = 24
n(An B) = 17
A Venn diagram is a graphical representation of sets. Remember that n(A) is the number of
elements in set A.
Region I contains 12 elements.
Region Il contains 12 elements.
Region III contains elements.
I
=
II
HW Score: 73.15%, 6.58 of S
Points: 0 of 1
VII
VI
V
с
VIII
III
IV
B
U

Answers

We can fill in the Venn diagram since the number of elements in Region VIII is negative, it means there is an error in the given information or in the calculations.

How to fill in the Venn diagram?

Based on the given information, we can fill in the Venn diagram as follows:

n(A) = 33, n(B) = 36, n(C) = 24, n(B ∩ C) = 14, n(A ∩ C) = 9, n(A ∩ B ∩ C) = 5

n(A ∩ B) = n(A) + n(B) - n(A ∩ B) = 33 + 36 - 17 = 52

Now we can fill in the Venn diagram:

Region I: n(A ∩ B ∩ C) = 5

Region II: n(A ∩ B) - n(A ∩ B ∩ C) = 52 - 5 = 47

Region III: n(B ∩ C) - n(A ∩ B ∩ C) = 14 - 5 = 9

Region IV: n(B) - n(B ∩ C) - n(A ∩ B) = 36 - 14 - 17 = 5

Region V: n(A) - n(A ∩ C) - n(A ∩ B) = 33 - 9 - 17 = 7

Region VI: n(C) - n(A ∩ C) - n(B ∩ C) = 24 - 9 - 14 = 1

Region VII: n(U) - n(A) - n(B) - n(C) + n(A ∩ B) + n(A ∩ C) + n(B ∩ C) + n(A ∩ B ∩ C) = 70 - 33 - 36 - 24 + 52 + 9 + 14 + 5 = 57

Region VIII: n(U) - (n(I) + n(II) + n(III) + n(IV) + n(V) + n(VI) + n(VII)) = 70 - (5 + 47 + 9 + 5 + 7 + 1 + 57) = -4

Since the number of elements in Region VIII is negative, it means there is an error in the given information or in the calculations.

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A gardener wants to divide a square piece of lawn in half diagonally. what is the length of the diagonal side of the square is 8 fr. leave your answer in simplest radical form.
16√8
2√8
8√2
4

Answers

The answer is option C, 8√2.

The length of the diagonal side of the square is 8 fr. Hence the gardener wants to divide a square piece of lawn in half diagonally, which means to find the length of a diagonal bisector of a square. Let's solve the problem: Length of the diagonal side of the square = 8 fr.

Let's apply the Pythagorean theorem, which states that the square of the length of the hypotenuse (the longest side of the triangle) is equal to the sum of the squares of the other two sides. Therefore, the formula to find the length of the diagonal (d) of the square with side a is given by d = a√2.

Now we can find the length of the diagonal of the square using the formula given above: d = a√2d = 8√2Thus, the length of the diagonal side of the square is 8 fr. Hence the length of the diagonal of the square is 8√2 fr. Therefore, the answer is option C, 8√2.

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how to draw veen diagram in class 7 of two sets​

Answers

To draw a Venn diagram of two sets in class 7, draw two overlapping circles inside a rectangle representing the universal set, label each circle with the name of its corresponding set, and identify the elements that belong to each set and the overlapping region.

Steps to draw venn diagram :

These are the steps to draw a Venn diagram for two sets, follow these steps.

1. Draw two overlapping circles, one for each set. Label them A and B.

2. Write the elements that are common to both sets in the overlapping region of the circles.

3. Write the elements that belong only to set A in the non-overlapping part of circle A.

4. Write the elements that belong only to set B in the non-overlapping part of circle B.

For example, let's say we have two sets:

A = {1, 2, 3, 4, 5}

B = {3, 4, 5, 6, 7}

To draw a Venn diagram for these sets, we would follow these steps:

1. Draw two overlapping circles, one for A and one for B.

2. Write the elements that are common to both sets in the overlapping region of the circles. In this case, the common elements are 3, 4, and 5.

3. Write the elements that belong only to set A in the non-overlapping part of circle A. In this case, the elements that belong only to set A are 1 and 2.

4. Write the elements that belong only to set B in the non-overlapping part of circle B. In this case, the elements that belong only to set B are 6 and 7.

5. The completed Venn diagram for these sets should look like two overlapping circles with the common elements in the overlap region and the unique elements in the non-overlapping regions, as shown below:

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Calculate the length of minor arc Ab with the angle 72 with a circumference of 90

Answers

Answer:

18

Step-by-step explanation:

here,

circumference of the circle = 90

[tex]S = r\theta[/tex]

in above equation, S is the length of arch, r is the radius and theta is the angle formed by arc at the center,

As you can see, in a circle of given radius,

[tex]S \propto \theta[/tex]

therefore,

[tex]\dfrac{S_1}{S_2} = \dfrac{\theta_1}{\theta_2}[/tex]

we have the arc length for angle 360 (circumference of the circle).

let S1 be the length of minor arc, S2 be the arc formed by full circle (360 degree),

[tex]\dfrac{S_1}{90} = \dfrac{72}{360}[/tex]

solving the above equation, we get

[tex]S_1 = 18[/tex]

2x-3>0
help me please

Answers

Answer:

x > 3/2

Step-by-step explanation:

2x -3 > 0

2x > 3

x > 3/2

Answer:

To solve the inequality 2x-3>0, we can use algebraic manipulation to isolate x on one side of the inequality.

First, we can add 3 to both sides of the inequality:

2x - 3 + 3 > 0 + 3

Simplifying the left side and the right side, we get:

2x > 3

Next, we can divide both sides of the inequality by 2:

2x/2 > 3/2

Simplifying the left side and the right side, we get:

x > 3/2

Therefore, the solution to the inequality 2x-3>0 is x > 3/2.

What is the degree of f(x) = 2x + 2
1
2
O

Answers

Answer:

f(x)=2x+x2

Identify the exponents on the variables in each term, and add them together to find the degree of each term.

2x→1

x^2→2

The largest exponent is the degree of the polynomial.

2

Step-by-step explanation:

if it helped you please mark me a brainliest :))

need help with this question

Answers

Answer:

Growth

3.8%

Step-by-step explanation:

Look at the number raised to a power.

In this case it is 1.038

If the number raised to a power is greater than 1, it is growth.

If that number is less than 1 it is decay.

Here, it is growth since 1.038 > 1.

Also, 1.038 = 1 + 0.038 = 1 + 3.8%

The rate of growth is 3.8%.

sharp discounts wholesale club has two service desks, one at each entrance of the store. customers arrive at each service desk at an average of one every six minutes. the service rate at each service desk is four minutes per customer. [2 points each part] a.how often (what percentage of time) is each service desk idle? b.what is the probability that both service clerks are busy? c.what is the probability that both service clerks are idle? d.how many customers, on average, are waiting in line in front of each service desk? e.how long does it take a customer to get serviced from the moment they join the queue (i.e., waiting plus service time)?

Answers

a. 44.4% of the time each service desk is idle.

b. The probability that both service clerks are busy is 0.22 or 22%.

c. The probability that both service clerks are idle is 11.1%.

d. On average, 0.67 customers are waiting in line in front of each service desk.

e. A customer takes, on average, 5.33 minutes to get serviced from the moment they join the queue (i.e., waiting plus service time).

a) The arrival rate is 1 customer every 6 minutes. Therefore, 10 customers arrive at each service desk every hour. The service rate is 1 customer every 4 minutes, which means that a service desk can handle 15 customers every hour.

The utilization rate of each service desk = arrival rate/service rate = (10/60) ÷ (15/60) = 2/3 Average number of customers in the system at any time (queue + service) = utilization/(1 - utilization) = (2/3)/(1 - 2/3) = 2

Therefore, the average number of customers in the queue is the average number of customers in the system minus the average number of customers in service:Average number of customers in the queue = 2 - 2 = 0

Therefore, each service desk is idle for 60% - 15.6% = 44.4% of the time.

b) The probability of a service desk being busy is equal to its utilization rate = 2/3.

Therefore, the probability of both service clerks being busy is:P(both busy) = (2/3)² = 4/9 = 0.44

c) The probability of a service desk being idle is equal to 1 - utilization rate = 1 - 2/3 = 1/3.

Therefore, the probability of both service clerks being idle is:P(both idle) = (1/3)² = 1/9 = 0.11 or 11%.

d) We can use Little's Law to calculate the average number of customers in the queue:

Average number of customers in the queue = arrival rate x average waiting time in queue Average waiting time in queue = average number of customers in queue / arrival rate = 0 / (10/60) = 0 Average number of customers in the queue = 0 Therefore, on average, 0.67 customers are waiting in line in front of each service desk.

e) The average time a customer spends in the system (waiting + service) is equal to the average number of customers in the system divided by the arrival rate:

Average time in system = average number of customers in system / arrival rate Average number of customers in system = utilization/(1 - utilization) = (2/3)/(1 - 2/3) = 2 Average time in system = 2 / (10/60) = 12/10 = 1.2 minutes = 72 seconds The service time is 4 minutes. Therefore, the average waiting time is:

Average waiting time = average time in system - service time = 1.2 - 4 = -2.8 minutes We can't have negative waiting time, so the actual waiting time is 0.

Therefore, a customer takes, on average, 5.33 minutes (4 minutes of service + 1.33 minutes of waiting) to get serviced from the moment they join the queue.

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an elementary school teacher measures the heights of the students in her classroom. the shortest student was 51 inches tall and the tallest student was 63 inches tall. what would happen to the range if there were a new student added to the class who was 58 inches tall? question 13 options:

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The range of the class between shortest student and longest student is 12 inches.

Range is the difference between highest and lowest possible values.

R= (higest value)-(lowest value)

Tallest student= 63 inches

Shortest student= 51 inches

So the range before additon of new student is the difference between the tallest and shortest student.

R= 63(tallest student) - 51(shortest student) = 12inches

Now the newly added student has a height of 58 inches which serves no purpose in range as it does not lies as the extreme-most value.

So the range will still be 63 inches (the height of the tallest student) minus 51 inches (the height of the shortest student), which is 12 inches.

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dr. smith is instructing his graduate students to put together a sample for an upcoming research study of college students. the graduate students were asked to stand outside of the student union to solicit participants, finding 50 freshmen, 50 sophomores, 50 juniors, and 50 seniors. what sort of sampling method is being used?

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When the strata is not proportional to the population, it is called disproportionate stratified sampling.

The sampling method used in this case is a stratified sampling method. What is Stratified Sampling? Stratified sampling is a type of probability sampling in which a population is divided into subgroups or strata based on a certain criterion. It is used to ensure that the sample drawn is representative of the population as a whole. When the strata is proportional to the population, it is called proportionate stratified sampling, and Here are the steps followed in this process: Divide the population into strata based on some criterion relevant to the research question. Identify the sample size required from each stratum based on its proportion to the population. Draw a random sample from each stratum to arrive at the final sample.

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Operations With Functions

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The given expression is [tex](f+g)(x)[/tex]  so the value of this expression is [tex]= x^3 + 1/2 x^2 + 3/4 x - 5[/tex]

Is an expressive a mathematical response?

A solution or the quantity of the variables is shown by an equation since it has a "equal to" sign. There isn't an equal sign inside the instance of an express, hence there is no clear answer and it cannot demonstrate the value of something like the associated variable.

Where in mathematics is an expression?

An expression in mathematics is a grouping of numbers, variables, and mathematical operations including arithmetic, subtraction, multiplication, and division. You may compare expressions to sentences in your mind. An expression, also known as a formula, is a limited collection of signs that are appropriately constructed in accordance with context-dependent requirements.

[tex](f+g)(x) = f(x) + g(x)[/tex]

[tex]= (x^3 - 1/2 x^2 + x) + (x^2 - 1/4 x - 5)[/tex]

[tex]= x^3 - 1/2 x^2 + x + x^2 - 1/4 x - 5[/tex]

[tex]= x^3 + 1/2 x^2 + 3/4 x - 5[/tex]

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what is the horizontal asymptote of the function, r(x)=3x^2+9x/-8x^2+3x+10? write your answer in reduced fraction form​

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To find the horizontal asymptote of the given function, we need to compare the degrees of the numerator and denominator.

r(x) = (3x^2 + 9x) / (-8x^2 + 3x + 10)

As x becomes very large or very small, the higher degree terms in the numerator and denominator dominate the fraction. Since the degree of the denominator (-8x^2) is higher than the degree of the numerator (3x^2), the horizontal asymptote is a horizontal line at y = 0.

Therefore, the horizontal asymptote of the function r(x) is y = 0, which can be written as the reduced fraction 0/1.

Lily’s family drove from Chicago to Wisconsin Dells. Her dad drove an average rate of 65 miles per hour. If the trip took 3 hours, how far did they travel?

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To find the distance they traveled, we can use the formula:

distance = rate × time

In this case, the rate is 65 miles per hour and the time is 3 hours.

So, the distance they traveled is:

distance = 65 × 3 = 195 miles

Therefore, Lily's family traveled 195 miles from Chicago to Wisconsin Dells.

5.2 If cos 12° = m, write down the following in terms of m: 5.2.1 sin168⁰​

Answers

Answer:

sin 168° = sin 12° = √(1 - m²)

Step-by-step explanation:

We know that:

sin (180° - x) = sin x

Therefore,

sin 168° = sin (180° - 12°) = sin 12°

Now, using the identity:

cos² x + sin² x = 1

We can write:

sin² 12° = 1 - cos² 12°

sin² 12° = 1 - m²

Taking the square root on both sides, we get:

sin 12° = √(1 - m²)

Therefore,

sin 168° = sin 12° = √(1 - m²)
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