you roll a dice with 6 sides what is the probability of....... write your answer as a fraction....roll a 5,roll a 6,roll a c or 4,roll an odd number,roll an even nuber,roll a number greater than 3?,roll an even number less that 5?,roll a multiple of 2(2,4,6),roll a factor of 6(6,4,2,1).

The percentage of mail deliveries that are made after 5:00 p.m is 33.3%.

The continuous uniform distribution is a probability distribution that is used when all outcomes are equally likely, and they are spread out over a given interval.

In this case, the interval is from 1:00 p.m. to 6:00 p.m.

To determine the percentage of mail deliveries that occur after 5:00 p.m., we need to calculate the probability that the delivery time falls after 5:00 p.m.

The probability of a delivery time falling after 5:00 p.m. can be found by subtracting the probability of it falling before 5:00 p.m. from 1.

The probability of a delivery time falling before 5:00 p.m. is found by calculating the area under the probability density curve between 1:00 p.m. and 5:00 p.m.

This can be found using the following formula:

P(x ≤ 5:00 p.m.) = (5:00 p.m. – 1:00 p.m.) / (6:00 p.m. – 1:00 p.m.)

This gives us a probability of 0.667.

Therefore, the probability of a delivery time falling after 5:00 p.m. is 1 – 0.667 = 0.333, or 33.3%.

This means that 33.3% of the daily mail deliveries are made after 5:00 p.m.

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Answer: 3P-3q

Step-by-step explanation:

1. Rearrange the terms so that the constants are on the left

(P-q) x 3 ( Is times 3)

3(P-q)

2. distribute

3(P-q)

3P-3q

3.Solution

3P-3q

Answer:

Step-by-step explanation:

g(2) = -6(2) + 8 = -12 + 8 = -4

The line-plot of the the given data 9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, 9 1/2 that displays the lengths of the books on the booom shelf is attached.

What is line plot?

A line plot is a type of graph that represents the kind of data representation. It is line plot or a line chart shows the data in a visual form or visual representation. The graph is plotted with help of straight lines and points or dots. The x-axis is represented by straight lines or the it is labelled about the data. The y-axis is represented by the dots or frequency of the data. It is generally used to represent the small data set. This graph uses symbols to show or represent the frequency of the observations.

The data represented here is 9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, 9 1/2

we can make the frequency table using the above values, after which it can be plotted on the line-plot graph.

1-9 1/4--1 dot

2-9 1/2--1 dot

3-9 1/2--1 dot

4-10 1/4-2 dots

5-10 1/2--1 dot

6-11--1 dot

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Attached is a line-plot of the given data showing the lengths of the books on the book shelf: 9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, and 9 1/2.

An example of a graph that shows this sort of data representation is a line plot. The data is presented visually in the form of a line plot or a line chart. With the aid of straight lines, points, or dots, the graph is drawn. Straight lines or labels that describe the data are used to depict the x-axis. The dots or frequency of the data are used to depict the y-axis. It often serves as a representation for a tiny group of data. The frequency of the observations is shown or represented by symbols on this graph.

9 3/4, 10 1/2, 9 1/4, 10 1/4, 11, 10 1/4, and 9 1/2 are the numbers shown.

Using the aforementioned variables, we can create the frequency table, which can then be plotted on the line-plot graph.

1-9 1/4--1 dot

2-9 1/2--1 dot

3-9 1/2--1 dot

4-10 1/4-2 dots

5-10 1/2--1 dot

6-11--1 dot

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500 mg tablets will you put in mrs. jacobson's med cart drawer for a 24-hour fill.

Since the prescribed dose of metformin is 1,000 mg every 12 hours, Mrs. Jacobson needs to take metformin twice a day. Therefore, for a 24-hour fill, she needs a total of 2,000 mg of metformin.

Since the available strength of metformin is 500 mg, we can divide 2,000 mg by 500 mg to find out how many tablets Mrs. Jacobson needs to take.

2,000 mg ÷ 500 mg = 4 tablets

Therefore, you will put four metformin 500 mg tablets in Mrs. Jacobson's med cart drawer for a 24-hour fill.

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Answer:

We can use the simple interest formula I = Prt to find the rate of interest that the account pays. Here, P is the principal amount (£6000), t is the time period (5 years), and I is the interest earned (£450). Substituting these values in the formula gives us: 450 = 6000 * r * 5. Solving for r, we get r = 0.015 or 1.5%. Therefore, the account pays a simple interest rate of 1.5%

Assume that the test scores of a college entrance exam fits a normal distribution. the mean test score is 80, and the standard deviation is 5. The percentage of students scoring 83 or more in the exam is 26.96%.

Assuming that the test scores of a college entrance exam fit a normal distribution with mean 80 and standard deviation 5, the z-score of a test score of 83 is calculated using the formula:

z = (x - μ) / σ

where z is the z-score,

x is the test score,

μ is the mean, and

σ is the standard deviation.

Substituting the values, we get:

z = (83 - 80) / 5 = 0.6

Using a z-table or a calculator, we find that the percentage of students scoring 83 or more is the area to the right of the z-score of 0.6 under the standard normal distribution curve.

This can be calculated as:

P(z > 0.6) = 1 - P(z < 0.6)

Using a z-table or a calculator, we can find that P(z < 0.6) = 0.7257

Therefore,P(z > 0.6) = 1 - P(z < 0.6) = 1 - 0.7257 = 0.2743

Multiplying by 100%, we get that the percentage of students scoring 83 or more in the exam is:

0.2743 × 100% ≈ 26.96%

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The rate of change of y = cos x with respect to time is approximately -1.46 cm/sec.

This problem involves finding the rate of change of the dependent variable (y = cos x) with respect to the independent variable (x) at a given rate of change of the independent variable (dx/dt = 4 cm/sec).

Using the chain rule of differentiation, we have:

dy/dt = dy/dx * dx/dt

Taking the derivative of y = cos x with respect to x, we get:

dy/dx = -sin x

Substituting the given value of dx/dt = 4 cm/sec and the value of sin x can be obtained using the identity cos² x + sin² x = 1 and the given value of cos x = cos 0 = 0.95, we get:

dy/dt = dy/dx * dx/dt

= (-sin x) * 4

= (-√(1 - cos² x)) * 4 [Using the identity sin x = √(1 - cos² x)]

= (-√(1 - 0.95²)) * 4

≈ -1.46 cm/sec

Therefore, the rate of change of y = cos x with respect to time is approximately -1.46 cm/sec.

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The value of the sides and angle are;

a = 35. 58

c = 35. 93

x = 8 degrees

It is important to note the different trigonometric identities and their ratios.

They are represented as;

tan θ = opposite/adjacent

cos θ = adjacent/hypotenuse

sin θ = opposite/hypotenuse

From the diagram given, we have;

tan 82 = a/5

cross multiply the values

a = 7.1153(5)

a = 35. 58

Using the Pythagorean theorem;

c² = 35. 8² + 5 ²

Find the values

c² = 1265. 93 + 25

c = 35. 93

The sum of angles in a triangle is 180

90 + 82 + x = 180

x = 180 - 172

x = 8 degrees

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the concentrations of nitrogen, phosphate, and potassium in the mixture are 13.33%, 13.67%, and 8%, respectively. To find the concentrations of nitrogen, phosphate, and potassium in the mixture, we need to calculate the total amount of each nutrient in the two bags and then divide by the total weight of the mixture.

First, let's calculate the amount of each nutrient in the 10 pound bag of 12-12-12:

Nitrogen: 12% of 10 pounds = 1.2 pounds

Phosphate: 12% of 10 pounds = 1.2 pounds

Potassium: 12% of 10 pounds = 1.2 pounds

Next, let's calculate the amount of each nutrient in the 5 pound bag of 16-17-0:

Nitrogen: 16% of 5 pounds = 0.8 pounds

Phosphate: 17% of 5 pounds = 0.85 pounds

Potassium: 0% of 5 pounds = 0 pounds

Now, let's add up the total amount of each nutrient in the two bags:

Nitrogen: 1.2 + 0.8 = 2 pounds

Phosphate: 1.2 + 0.85 = 2.05 pounds

Potassium: 1.2 + 0 = 1.2 pounds

Finally, let's divide the total amount of each nutrient by the total weight of the mixture (10 + 5 = 15 pounds) and express the answers as percentages:

Nitrogen: (2 / 15) x 100% = 13.33%

Phosphate: (2.05 / 15) x 100% = 13.67%

Potassium: (1.2 / 15) x 100% = 8%

Therefore, the concentrations of nitrogen, phosphate, and potassium in the mixture are 13.33%, 13.67%, and 8%, respectively.

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Answer:

0.666666666

Step-by-step explanation:

(-2×0.5)÷(3×0.5)= 0.6666666

The arrangement has 11 neat marbles: the three red marbles with two white neighbors each, the three blue marbles with two white neighbors each, and the two white marbles with two blue neighbors each.

To maximize the number of neat marbles, we want to create as many same-colored pairs of marbles around the circle as possible. Let's start by placing all the red marbles around the circle in a way that maximizes the number of neat marbles.

One possible arrangement is:

R-W-R-W-R-W

where R represents a red marble, and W represents a white marble. This arrangement has six neat marbles: the three red marbles with two white neighbors each.

Now, let's add the blue marbles to the arrangement. We want to place them in a way that doesn't break any of the neat pairs we've already created. One way to do this is to place them between the white marbles:

R-W-R-B-R-B-W-R-W-B-W

This arrangement has nine neat marbles: the three red marbles with two white neighbors each, and the three blue marbles with two white neighbors each.

Finally, we can add the remaining white marbles to the arrangement, again placing them in a way that doesn't break any of the neat pairs we've already created. One way to do this is to place them between the red and blue marbles:

R-W-R-B-W-B-W-R-B-W-B

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Therefore , the solution of the given problem of angles comes out to be  the arc length of the given arc 6.96 inches.

The curved lines which make up the ends of a skew are divided by its highest and bottom walls using Cartesian measurements. There is a possibility who two poles will collide at an intersection. Another result of two objects interacting is an angle. They most closely mimic dihedral shapes. Two line beams can be arranged in different ways between their extremities to form a two-dimensional curve.

Here,

The following is the algorithm for an arc's length:

=> (Central angle in degrees / 360°) x (2r) equals Arc Length

where r denotes the circle's radius.

The radius and central angle in this problem are both specified as 18 inches and 22 degrees. To determine the curve length, we can use the following formula:

=> Arc Length = 2 * 18 * (2 *360)

=> (0.0611) × (36) in, where:

=>  6.96 in

To the nearest hundredth or left in terms of, the arc length of the given arc is therefore roughly 6.96 inches.

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The length of Tanya's mural is 28 feet.

A rectangle is a 2-dimensional shape with parallel opposite sides equal to each other and four angles are right angles.

Area of a rectangle is expressed as;

Area = length × width

We know that the area of Tanya's mural is 224 square feet, and the height of the mural is 8 feet.

So we can use these values to find the length of the mural:

Area = length × width

224 = length × 8

To solve for the length, we can divide both sides of the equation by 8:

length = 224 ÷ 8

length = 28 feet

Therefore, the dimension of the length is 28 feet.

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c = -880

The intercept for a trendline based on five observations with an average of y = 100 and slope of the line = 22 is -880. This can be calculated using the formula for the equation of a straight line: y = mx + c, where m is the slope and c is the intercept. We know that the slope (m) is 22 and the average of y (the y-intercept) is 100. Plugging in the given values, we get:

100 = 22x + c

c = -880

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The probability that it will take at least 5 minutes until the student is served when he enters the restaurant today is 50%.

This is because there is an equal chance that it could take less than 5 minutes or more than 5 minutes until the student is served.

In probability terms, the student's wait time is a random variable with two possible outcomes - wait time less than 5 minutes, or wait time greater than or equal to 5 minutes. Since there is an equal chance of either outcome occurring, the probability of the wait time being greater than or equal to 5 minutes is 50%.

This is also known as the Law of Large Numbers.

To further illustrate this concept, imagine that the student flips a fair coin. The two possible outcomes of the coin toss are heads or tails. Since each outcome has an equal chance of occurring, the probability of either heads or tails is 50%.

In this case, the probability of the student's wait time being at least 5 minutes is the same as the probability of the coin toss being heads or tails, hence making the probability 50% or 0.5.

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The vertex is (9, 3), the width of the parabola is 2/3 units, the axis of symmetry is the vertical line passing through x = 9.

f(x) = ax2 bx c, where x is the variable and a, b, and c are constants, is the formula for a quadratic function. It falls under the category of a degree two polynomial function.

In the given equation of a quadratic function:

f(x) = (1/9)(x - 9)² + 3

The vertex is (h, k), where h and k are the x-coordinate and y-coordinate of the vertex, respectively.

Here, the equation is in vertex form:

f(x) = a(x - h)² + k

Comparing this to the given equation, we can see that h = 9 and k = 3. Therefore, the vertex is (9, 3).

The opening of the parabola is upward because the coefficient "a" of the quadratic term (x - h)² is positive (1/9 in this case).

The width of the parabola can be determined using the formula:

w = 2√(a/k)

where a is the coefficient of the quadratic term and k is the y-coordinate of the vertex.

Plugging in the values, we get:

w = 2√[(1/9)/3] = 2/3

Therefore, the width of the parabola is 2/3 units.

The axis of symmetry is a vertical line that passes through the vertex and divides the parabola into two equal halves.The axis of symmetry's equation is as follows:.

x = h

Substituting h = 9, we get:

x = 9

Therefore, the axis of symmetry is the vertical line passing through x = 9.

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The measure is reliable if it contains little measurement error. So the correct option is c) contains little measurement error.

      A measure is a tool that is used to evaluate a person's traits, values, and performance in a given task or activity. A measure is used to obtain a score that can be used to evaluate a person's characteristics, abilities, or tendencies.

     It is critical that the measure is reliable and valid to be able to use it to evaluate people. Reliability is one of the qualities of a good measure. Reliable measure A measure is reliable if it yields consistent scores across different samples of individuals or across different occasions for the same individual.

                       If a measure is reliable, it will yield similar scores for the same person every time it is administered. It is essential that a measure is reliable because if it is not, it will be difficult to determine if the score reflects the person's true characteristics or is a result of measurement error. Measurement error is a measure's inaccuracies, inconsistencies, or instability in its results.

      Measurement error is a potential source of unreliable measurements. It is necessary to minimize measurement error to achieve reliable measurement. Measurement error can be reduced by ensuring that the measure is standardized, that the scoring is done consistently, and that the measure is free from external factors that may influence the results.

      Hence, a measure is reliable if it contains little measurement error. So the correct option is c) contains little measurement error.

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Step-by-step explanation:

We can approach this problem using exponential decay, where the number of bacteria decreases by 60% per day. Let N be the initial number of bacteria on Wednesday, then the number of bacteria on Friday can be calculated as:

N_Friday = N_Wednesday x (0.4)^2

where (0.4)^2 is the factor by which the number of bacteria decreases from Wednesday to Friday.

We are given that the number of bacteria on Wednesday is 2.4 x 10, so we can substitute this into the equation:

N_Friday = 2.4 x 10 x (0.4)^2

Simplifying this expression, we get:

N_Friday = 0.96

Therefore, the number of bacteria that will be detected in the laboratory test on Friday is 0.96. Note that the units are not specified in the question, so we assume that the number is given in some arbitrary units.

The value οf x = 4√2 in the given right angle triangle.

A clοsed triangle has three vertices, three sides, and three angles.

The symbοl fοr a triangle with the three vertices P, Q, and R is PQR. Sandwiches and signbοards in the shape οf triangles are the mοst prevalent triangle-shaped οbjects.

A triangle is made up οf several cοmpοnents. It has 3 sides, 3 vertices, and 3 angles.

Three vertices, three internal angles, and three sides make up a triangle.

Accοrding tο the triangle's "angle sum prοperty," a triangle's three inner angles can never add up tο mοre than 180 degrees.

Using the Pythagοras theοrem

x² = 4² + 4²  (both sides are equal as opposite angles are equal)

x² = 16 + 16

x² = 32

x = √32

x = [tex]\sqrt{16 \times 2}[/tex]

x = 4√2

Thus, the value of x = 4√2 in the given right angle triangle.

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Answer:

radius=PC

diameter=AB

chord=AC

central angle=angleAPC

tangent=AD

Credit card charges $19665.33 will the balance on the card be, rounded to the nearest penny.

What is interest in simple words?

When you borrow money, you must pay interest, and when you lend money, you must charge interest. The most common way to represent interest is as a percentage of a loan's total amount per year. The interest rate for the loan is denoted by this proportion.

                                  Interest is the cost of borrowing money and is typically stated as a percentage, such an annual percentage rate (APR). Lenders may charge interest to borrowers for the use of their funds, or borrowers may charge interest to lenders for the use of their funds.

amount applied for = $14,000

interest rate = 16.99%

the balance after 2 years

             P₀ = $1400

             r = 16.99% = 0.1699

             t = 2

        [tex]P_{0} = P_{0}e^{rt}[/tex]

   [tex]P_{2} = 1400e^{0.1699 * 2}[/tex]

         ≈ $19665.33

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(a) To test the hypotheses H0: µ = 115 and H1: µ > 115, we will conduct a one-sample t-test using the given information.

Step 1: Calculate the t-value.
t = (sample mean - population mean) / (standard deviation / √sample size)
t = (127.8 - 115) / (30 / √25)
t = 12.8 / 6
t = 2.13

Step 2: Determine the degrees of freedom (df).
df = sample size - 1
df = 25 - 1
df = 24

Step 3: Find the P-value.
Using a t-table or calculator, find the P-value corresponding to t = 2.13 and df = 24. The P-value is approximately 0.022.

Step 4: State the conclusion.
Since the P-value is less than the commonly used significance level of 0.05, we reject the null hypothesis (H0: µ = 115) and conclude that the mean score for older students is significantly higher than the mean score for the entire population.

(b) The two important assumptions for the t-test are:
1. The sample is randomly selected from the population.
2. The population is normally distributed.

The most important assumption for the validity of the conclusion in part (a) is the normality of the population. If the population is not normally distributed, the results of the t-test may not be valid, and the conclusion may be inaccurate.

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The answer is 30 people. Becky can serve  30 people. (Option 4).

To find the number of people Becky can serve, we need to divide the total amount of chocolate mousse she has by the amount each person will be served.

Since Becky has 10 cups of chocolate mousse, we can convert that into the number of 1/3 cup servings by multiplying by 3, which gives us 30 servings.

Therefore, Becky can serve 30 people with the 10 cups of chocolate mousse she made.

It's important to note that an answer is a whole number, so the options of 1/30 people and 3 1/3 people are not reasonable answers. The correct answer is 30 people.

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Complete Question:

Becky made 10 cups of chocolate mousse for dessert. If she plans to serve each person 1/3 of a cup of chocolate mousse, how many people can she serve?

Total cost of racquet at Bob's Tennis Racquet Emporium is $192.60 with a 7% sales tax on the original price of $180.00. The price tag on a similar racquet at Tennis Pro, which offers a 10% discount, is $162.00 before tax.

To calculate the total cost of the tennis racquet at Bob's Tennis Racquet Emporium, we need to add the sales tax to the original price.

Sales tax = 7% of $180.00 = 0.07 x $180.00 = $12.60

Total cost = $180.00 + $12.60 = $192.60

Therefore, the total cost of the tennis racquet at Bob's Tennis Racquet Emporium is $192.60.

If Tennis Pro offers a before-tax price that is 10% less than Bob's store for a similar racquet, we can calculate the price tag as follows:

Price at Bob's store = $180.00

Discounted price at Tennis Pro = 10% less than $180.00 = 0.10 x $180.00 = $18.00 discount

Price at Tennis Pro = $180.00 - $18.00 = $162.00

Therefore, the price tag on the similar racquet at Tennis Pro is $162.00 before tax. The sales tax amount will depend on the applicable tax rate in the area where the store is located.

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Answer:

-√8

Step-by-step explanation:

560

1) PEMDAS so 2+14=16

2)55/11=5

3)5x7=35

4)35(16)=560

The inequality to determine how much more money he needs to save so he can buy the shoes is x ≥ $45

Let x be the amount of money Jordan still needs to save to buy the shoes.

The total cost of the shoes is $75, and Jordan has already saved $30. Therefore, the amount of money he still needs to save is:

x = $75 - $30

Simplifying the right side:

x = $45

So, the inequality that represents how much more money Jordan needs to save is:

x ≥ $45

This means that Jordan needs to save at least $45 more to be able to buy the shoes.

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