The P(A) = 0.4 and the P(B) = 0.32. What is P(A and B)? O a. 0.272 b. 0.128 O c.0.08 O d. 0.72​

Step-by-step explanation:

the average rate of change of a function f(x) between two values of x is

(f(x2) - f(x1)) / (x2 - x1)

f(x) = 20× (1/4)^x

x1 = 1

x2 = 2

f(x2) = 20× (1/4)² = 20/16 = 5/4

f(x1) = 20× (1/4)¹ = 20/4 = 5

(5/4 - 5) / (2 - 1) = (5/4 - 20/4) / 1 = -15/4

the average rate of change is -15/4.

[tex] \bf \color{gold} \frac{2}{4} \div \frac{5}{7} = [/tex]

[tex] \tt\frac{2}{4} \times \frac{7}{5} = [/tex]

[tex] \tt \frac{14 \div 2}{20 \div 2} = [/tex]

[tex] \tt {\boxed{ \color{blue}{ {\frac{7}{10}}}}}[/tex]

THE RESULT IS 7/10

Answer:

The solution is:

Step-by-step explanation:

2/4÷5/7

= 2/4×7/5

= 1/2×7/5

= 7/10

2/4×7/5

= 1/2×7/5

= 7/10

Answer:

down is #0.21 while mortage is

Answer:

0.05

Step-by-step explanation:

Answer:

0.25

Step-by-step explanation:

Got it right

Answer:

271 is the answer of your question

Answer:

C

Step-by-step explanation:

For the first part, a velocity graph would show the constant velocity, and the curve represents the constant negative acceleration, which could be seen on a acceleration graph. The final part after the curve shows the 0 velocity because the position is constant.

For me, it helps to ask this question: Does it make sense to apply the midpoint? If it doesn't make sense, then the data is discrete. Otherwise, the data is continuous.

Here's an example:

Let's say we are counting the number of people buying a movie ticket. So the numbers we care about are positive whole numbers 1,2,3,... It doesn't make sense to apply the midpoint to the values 1 and 2 to get 1.5; you can't sell half a ticket. Therefore the variable "number of movie tickets sold" is a discrete variable. There are gaps in the data.

On the other hand, if we were measuring the weight of various coins, then this variable is continuous. It's possible to have any positive number decimal number weight (eg: 2.275 grams perhaps). It makes sense to apply the midpoint to any two weights and get some other weight. We don't have to worry about sticking to whole numbers only. Unlike before, there aren't any gaps and we consider this number set to be dense.

One way you could remember the two is to keep this in mind: If you count it, then it's likely discrete. If you can measure it, then it's continuous.

There are probably exceptions to that rule, but for the most part it holds up I think.

The symbol that can be used to show the relationship of 101.768 -----

101.867 between the numbers is < (less than)

The question is what symbol should be used to show the relationship

between 101.768 and 101.867.

Both numbers are decimal numbers.

101.768  is not equal to 101.867.

Instead,  101.768 is less than 101.867.

Therefore, the symbol that can be used to show the relationship of 101.768 ---

-- 101.867 between the numbers are as follows:

101.768 <  101.867

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Answer:

1.24 times as intense

Step-by-step explanation:

The intensity of the sound decreases by 24% at construction site from 4:00 p.m. to 1:00 p.m.

Let the function y = f(x).

Then the average rate of change will be

Average rate of change = (y₂ - y₁) / (x₂ - x₁)

On a busy construction site at 1:00 p.m. the sound level is 124 dB, while at 4:00 p.m. it is 100dB.

Then the intense as the sound of the construction site at 4:00 p.m. is the sound at 1:00 p.m. will be

⇒ (100 – 124) / 100

⇒ -0.24

Then the intensity of the sound decreases by 24% at construction site from 4:00 p.m. to 1:00 p.m.

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Answer:

90081???

Step-by-step explanation:

Answer:

4(-8x+5) - (-33x-26)

-32x+20+33x-26

collect like terms

-32x+33x+20-26

=x-6

Step-by-step explanation:

x-6

Answer:

Step-by-step explanation:

−2x − 4 = −6

−2x − 4 + 4 = −6 + 4

−2x = −2

−2x/-2 = −2/-2

x = 1

The equation is,

→ -2x - 4 = -6

Let's solve for the value of x,

→ -2x - 4 = -6

→ -2x = -6 + 4

→ x = (-2)/(-2)

→ x = 2/2

→ [ x = 1 ]

Thus, the value of x is 1.

Answer:

-5n+12

Step-by-step explanation:

find the difference which is -5

then find the difference from -5 to 7 which is 12

put it in the sequence

-5n+12

Answer:

-5n+12 that would be your equation                                        

Answer:

the answer is 5 I think I hope

I wrote notes on this question a while ago

C=cookies to make

C+8=15

C+8-8+15-8

C+0=7

C=7

Check:7+8=15

15=15

Answer:

Step-by-step explanation:

Given two points:

The distance between them is the difference of y- coordinates since x- coordinates are same:

[tex]Hiya![/tex]

Sokka is here to help!!

I believe it is D..

Hopefully, this helps you!

[tex]Sokka[/tex]

Answer:

I think it is C.

Step-by-step explanation:

It has a starting point. It also has an arrow that is going toward the negatives. It also has a gap of 9 units. So therefore, C is our answer.

Answer:

5/2

Step-by-step explanation:

c (constant of proportionality) = y/x = 5/2 in this case

Answer:

46<h

Hopes this helps :)

Answer:

The amount Selma's distance from home changes per unit of time.

The slope is 38, which means that Selma's distance from home increases by 38 miles per hour.

Step-by-step explanation:

I just took the the test in k12 and I got it right.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. Selma's distance from home increases by 38 miles per hour.

The slope of the line is the ratio of the rise to the run, or rise divided by the run. It describes the steepness of line in the coordinate plane.

The slope intercept form of a line is y=mx+b, where m is slope and b is the y intercept.

The slope of line passing through two points (x₁, y₁) and (x₂, y₂) is

m=y₂-y₁/x₂-x₁

The given two points from graph are (2, 91) and (4,167)

x₁=2,y₁=91,x₂=4, y₂=167

Substitute in the formula

167-91/4-2

76/2

38

The amount Selma's distance from home changes per unit of time.

So slope is 38, which means that Selma's distance from home increases by 38 miles per hour.

Hence Selma's distance from home increases by 38 miles per hour.

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Answers:

==========================================================

Explanation:

For now, let's focus on system 1.

We have identical copies of "2y" in each equation, which means that if we were to subtract the equations straight down, then the y terms cancel out. That allows us to solve for x.

After doing those subtractions, we have the new equation 6x = 18 which solves to x = 3. Divide both sides by 6 to isolate x.

Once we know x, we can find out y.

7x+2y = 11

7(3)+2y = 11

21+2y = 11

2y = 11-21

2y = -10

y = -10/2

y = -5

or we can say

x+2y = -7

3+2y = -7

2y = -7-3

2y = -10

y = -10/2

y = -5

We should lead to the same y value either way. This helps confirm we have the correct x value.

Overall, the solution to system 1 is (x,y) = (3, -5)

----------------------------

Now onto system 2.

Unfortunately, we don't have identical y terms this time. But what we can do is double everything in the second equation to go from -x+y = 1 to -2x+2y = 2.

The new equivalent system is

[tex]\begin{cases}7x+2y = 11\\-2x+2y = 2\end{cases}[/tex]

Now we have the same situation as before: Subtract straight down, solve for x.

So we have 9x = 9 and that solves to x = 1.

We'll use this x to find the y value.

7x+2y = 11

7(1)+2y = 11

7+2y = 11

2y = 11-7

2y = 4

y = 4/2

y = 2

Or you could pick on the second equation

-x+y = 1

-1+y = 1

y = 1+1

y = 2

Answer:

Undefined

Step-by-step explanation:

you use the slope formula

m = y2 - y1 / x2 - x1

substitute

m = -4 - (-10) / 5 - (-5)

subtract 5 from 5

- 4 - (-10) / 0

The expression contains a division by 0. The expression is undefined.

Equivalent expressions are simply expressions that have the same value, irrespective of their form.

The equivalent expression of [tex]\mathbf{6x(3x + 11)}[/tex] is [tex]\mathbf{18x^2 + 66x}[/tex]

The expression is given as:

[tex]\mathbf{6x(3x + 11)}[/tex]

Start by opening the brackets; i.e. apply distributive property

[tex]\mathbf{6x(3x + 11) = 6x \times 3x + 6x \tiimes 11}[/tex]

Evaluate all products

[tex]\mathbf{6x(3x + 11) = 18x^2 + 66x}[/tex]

The expression cannot be further simplified.

Hence, the equivalent of [tex]\mathbf{6x(3x + 11)}[/tex] is [tex]\mathbf{18x^2 + 66x}[/tex]

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Attaching ropes to the midsegment of the triangle formed ensures that the

zipline can more safely cross the family and friends to safety.

Reasons:

The coordinates of the endpoints of the redline = A(4, 3), and B(-8, -2)

The point selected, P = (4, -3)

[tex]\displaystyle Mid \ point \ of AB, \ D = \left(\frac{4 + (-8)}{2}, \ \frac{3 + (-2)}{2} \right) = \left(-2, \, 0.5\right)[/tex]

[tex]\displaystyle Mid \ point \ of AP, \ E = \left(\frac{4 +4}{2}, \ \frac{3 + (-3}{2} \right) = \left(4, \ 0 \right)[/tex]

[tex]\displaystyle Mid \ point \ of\, BP, \ F = \left(\frac{-8 +4}{2}, \ \frac{-2+ (-3}{2} \right) = \left(-2, \ -2.5\right)[/tex]

The lengths of the midsegments are found as follows

Length of DE = √((4 - (-2))² + (0 - (0.5))²) = 0.5·√(145)

Length of DF = √(((-2) - (-2))² + ((-2.5) - (0.5))²) = 3

Length of EF = √(((-2) - 4)² + ((-2.5) -0)²) = 6.5

(b) The length of side AB = √((4 - (-8))² + (3 - (-2))²) = 13

The length of side BP = √((4 - (-8))² + (-3 - (-2))²) = √(145)

The length of side AP = √((4 - 4)² + (-3 - 3)²) = 6

The perimeter of the triangle ΔABP = 13 + 6 + √(145) = 19 + √(145)

The amount of rope needed to create a lifeline to safety is therefore;

19 + √(145) + 0.5·√(145) + 3 + 6.5 = 28.5 + 1.5·√(145) ≈ 46.56

The amount of rope needed to create a lifeline to safety = 46.56

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9514 1404 393

Answer:

  E.  31.64

Step-by-step explanation:

The mnemonic SOH CAH TOA reminds you of the relation between the legs of a right triangle:

  Tan = Opposite/Adjacent

You are given trig values for 36°. That means ...

  tan(36°) = 23/x

  x = 23/0.727 ≈ 31.64