if you have 12 fish and 6 drown how many do you have left?

Answer

0.5

Explanation

0.05 is 1/10 the value of?

In other words the question is asking, what must be multiplied by 1/10 to give 0.05.

let that value be X.

1/10 × X = 0.05

X/10 = 0.05

X = 0.05 × 10

    = 0.5

The value that must be multiplied by 1/10 which gives 0.05 would be 0.5.

If an event can occur in m different ways and if following it, a second event can occur in n different ways, then the two events in succession can occur in m × n different ways.

We need to find the value that must be multiplied by 1/10 which gives 0.05.

Let that value be X.

1/10 × X = 0.05

X/10 = 0.05

X = 0.05 × 10

   = 0.5

Thus, the value that must be multiplied by 1/10 which gives 0.05 would be 0.5.

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The given limit problem involves factorization of difference of squares. After simplifying, the limit turns out to not exist as the denominator becomes zero while the numerator becomes non-zero. Hence, we end up with an undefined expression.

The subject of this question is the calculation of a mathematical limit, a fundamental concept in calculus. The limit equation given is a case of an indeterminate form of type 0/0, which can be solved using the L'Hopital's Rule.

However, before that, we should identify the factorization of (x4 - y4) and (x2 - y2) which are a difference of squares. Therefore, they can be factored as follow: (x4 - y4) = (x2 + y2)(x2 - y2) and (x2 - y2) = (x - y)(x + y).

After canceling out the common factor (x2 - y2), we get the simplified expression (x2 + y2)/(x - y). Now, considering that x≠y, we can substitute x and y with 'a' (since both approach the same value 'a' as per the limit definition), and we obtain (2a)/(0) = ∞ or -∞ based on a's sign. So, in fact, this limit does not exist for x≠y.

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The like radicals to 3x√5 from the given options is: D. y√5.

Like radicals can be defined as radicals having the same root number (i.e. square) and also have the same radicand.

Given, 3x√5, the root here is a square, while the radicand is 5. Thus, like radicals to 3x√5 will have same root and radicand.

Therefore, the like radicals to 3x√5 from the given options is: D. y√5.

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The like radical to 3x sqrt 5 is y sqrt 5.

Given the expression 3x sqrt 5, we can see that the square root is applied only to 5 and not to 3x. To find a like radical, we need to find an expression in which the square root is also applied only to the same number.

Looking at the options, the only expression that matches this criterion is y sqrt 5. The square root is applied only to 5, just like in the original expression. Therefore, y sqrt 5 is the like radical to 3x sqrt 5.

Answer:

The tax will be $42,750.

Step-by-step explanation:

Mel Company has a net income, before taxes, of $95,000.

The treasurer of the company estimates 45% of net income will have to be paid for federal and state taxes.

So, the tax for both federal and state is:

[tex]0.45\times95000=42750[/tex] dollars

Therefore, the tax will be $42,750.

John needs to use the inequality 72 + 78 + 70 + x ≥ 289 to determine the minimum number of additional test points required to pass his math class.

The student, John, needs to determine how many more test points he requires to pass his math class. Given his current test scores, the inequality to represent this scenario should account for the minimum points he needs to achieve the threshold.

Therefore, the inequality should include an 'at least' condition, meaning the total points must be greater than or equal to the pass mark of 289. Adding his current scores of 72, 78, and 70 gives a total of 220, so the inequality will include an unknown variable, x, which represents the additional points needed. The correct inequality is D. 72 + 78 + 70 + x ≥ 289.

Final answer:

John needs to use the inequality 72 + 78 + 70 + x ≥ 289, which simplifies to x ≥ 69, to determine he requires at least 69 more points to pass. Option D

Explanation:

John needs to determine how many more points he requires to pass his math class, with a target score of at least 289 points. He already has test scores of 72, 78, and 70. To find out the least number of additional points he needs, he should use an inequality that allows for the sum of his scores and an unknown quantity x (representing the points he needs) to be at least as great as 289. This is represented by the inequality 72 + 78 + 70 + x ≥ 289. This can be simplified to x ≥ 69, which means John needs at least 69 more points to pass the class.

Step-by-step explanation:

How are we expected to find values of the numbers without any other information??

The floor function rounds down decimal or fractional numbers to the nearest integer.

(a) ⌊1.1⌋ = 1

(b) ⌈1.1⌉ = 2

(c) ⌊-0.1⌋ = -1

(d) ⌈-0.1⌉ = 0

(e) ⌈2.99⌉ = 3

(f) ⌈-2.99⌉ = -2

(g) ⌊1/2 + ⌈1/2⌉⌋ = 1

(h) ⌈⌊1/2⌋ + ⌈1/2⌉ + 1/2⌉ = 2

The values enclosed in square brackets represent the floor function, which rounds a decimal number down to the nearest integer. Here are the values for the given expressions:

(a) ⌊1.1⌋ = The floor function ⌊x⌋ rounds down to the nearest integer, so ⌊1.1⌋ = 1.

(b) ⌈1.1⌉ = The ceiling function ⌈x⌉ rounds up to the nearest integer, so ⌈1.1⌉ = 2.

(c) ⌊-0.1⌋ = ⌊x⌋ rounds down to the nearest integer, so ⌊-0.1⌋ = -1.

(d) ⌈-0.1⌉ = ⌈x⌉ rounds up to the nearest integer, so ⌈-0.1⌉ = 0.

(e) ⌈2.99⌉ = ⌈x⌉ rounds up to the nearest integer, so ⌈2.99⌉ = 3.

(f) ⌈-2.99⌉ = ⌈x⌉ rounds up to the nearest integer, so ⌈-2.99⌉ = -2.

(g) ⌊1/2 + ⌈1/2⌉⌋ = ⌊1/2 + 1⌋ = ⌊1.5⌋ = 1.

(h) ⌈⌊1/2⌋ + ⌈1/2⌉ + 1/2⌉ = ⌈0 + 1 + 0.5⌉ = ⌈1.5⌉ = 2.

So, these are the integer values obtained by applying the floor function to the given decimal or fractional numbers, and in some cases, applying it multiple times.

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Que. Find the following values.

(a) ⌊1.1⌋

(b) ⌈1.1⌉

(c) ⌊−0.1⌋

(d) ⌈−0.1⌉

(e) ⌈2.99⌉

(f) ⌈−2.99⌉

(g) ⌊1/2+⌈1/2⌉⌋

(h) ⌈⌊1/2⌋+⌈1/2⌉+1/2⌉

The null hypothesis in a chi-square test states independence between variables. There is no relationship between the two of them. The correct option is A) True.

The chi-square test is a mathematical procedure used to evaluate if there is a significant difference between expected and observed results in one or more categories.

It is a non-parametric test to analyze the differences between categorical variables in the same population.

The test compares real data with expected data if the null hypothesis was true. In this way, the test determines if the difference between observed and expected data are by chance or if this difference is due to a relationship between the involved variables.

This independence test searches for the association between two variables in the same population. It determines the existence or not of independence between two variables.

So the test compares two hypotheses, the null one and the alternative one.

According to this information, we can assume that the statement

The null hypothesis for a chi-square contingency test of independence for two variables always assumes the variables are independent

is true.

Option A is correct. True.

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The probability of rolling a 2 on a die and then rolling an odd number on a second roll is 1/12.

The probability of rolling a 2 on a die is 1/6 because there are six sides on a die, each with an equal chance of landing face up. When rolling the dice a second time, there are three odd numbers (1, 3, and 5), so the probability of rolling an odd number is 3/6, or 1/2. To find the combined probability of both events occurring in sequence (rolling a 2 first and then an odd number), we multiply the individual probabilities: (1/6) × (1/2) = 1/12.

Answer:

Wee is the independent variable, and deposit is the dependent variable

Step-by-step explanation:

Given that Olivia started her banking account with $100 and is increasing the account $20 per month.

Here the variable which changes independently is the independent variable

Hence no of weeks elapsed would be the independent variable

The dependent variable would be the variable which changes whenever number of weeks changes.

Here dependent variable is the total balance in the account in a particular week

D=100+20n wbere n= no of weeks that eapsed

and D= depositisin in the bank

Final answer:

Explanation of sampling distributions and probabilities for different sample sizes in relation to the population proportion in St. Paulites.

Explanation:

In part a, when selecting a sample of 540 St. Paulites, the sampling distribution of p would have a mean of 0.32 and a standard error of 0.0201.

The probability that the sample proportion will be within 0.05 of the population proportion is 0.9871.

In part c, with a sample of 170 St. Paulites, the sampling distribution of p has a mean of 0.32 and a standard error of 0.03145.

The probability that the sample proportion will be within 0.05 of the population proportion is 0.9907.

The gain in precision by taking the larger sample is substantial, with the probability increasing from 0.9907 to 0.9871, reducing the error by a factor of 0.9999.

Answer: 5:7

Step-by-step explanation:

The person above is right

I just did the test

Answer:

The answer is 12

Step-by-step explanation:

The required simplification of function for the a is given as a = -2b / l +  s / l.

Given that,
To simplify the expression  S=la + 2b for a.

In mathematics, it deals with numbers of operations according to the statements. There are four major arithmetic operators, addition, subtraction, multiplication and division,

The process in mathematics to operate and interpret the function to make the function or expression simple or more understandable is called simplifying and the process is called simplification.

Here,
s = la + 2b
Transposition of 2b on right side
s - 2b = la
dividing both sides by l
a = s / l  - 2b / l

Thus, the required simplification of function for the a is given as a = -2b / l +  s / l.

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Answer:

The answer is the next table:

x    y

0   1

3   0

6   -1

9   -2

Step-by-step explanation:

In order to determine the table with ordered pairs, we have to know about replacing values.

In a linear function, there are two variables, the dependent variable (y) and the independent variable (x). If we replace any value in the "x" variable, we get the "y" value. The process is called "replacing value".

To get the table, we choose some value to replace in the "x" variable:

[tex]x=0\\y=-\frac{1}{3}(0)+1=1\\[/tex]

[tex]x=3\\y=-\frac{1}{3}(3)+1=-1+1=0[/tex]

[tex]x=6\\y=-\frac{1}{3}(6)+1=-2+1=-1[/tex]

[tex]x=9\\y=-\frac{1}{3}(9)+1=-3+1=-2[/tex]

The table with some ordered pairs is:

x    y

0   1

3   0

6   -1

9   -2

I have attached an image that shows a graph with the ordered pairs.

The florist can design the bouquet in 700 unique ways, using 3 different types of flowers and 3 different types of greenery chosen from 7 types of flowers and 6 types of greenery respectively.

The subject of this question is within the realm of Mathematics, specifically combinatorics, which studies the various ways in which objects can be selected, arranged, and combined. To find the total number of ways the florist can design the bouquet given 7 types of flowers and 6 types of greenery, we can employ the combination (or 'choose') formula given by n choose r, where n is the total number of objects and r is the number of objects selected. Hence, the number of ways to choose 3 flowers out of 7 is '7 choose 3', and similarly for the greenery we have '6 choose 3'.

Using the formula for combinations, we have:

Combinations of flowers = 7 choose 3 = 7! / (3!(7-3)!) = 35

Combinations of greenery = 6 choose 3 = 6! / (3!(6-3)!) = 20

Since the flowers and the greenery are selected independently of each other, we multiply the two results to get the total number of combinations. Therefore, the number of unique ways in which the florist can design the bouquet is 35 * 20 = 700.

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At 4:00 PM, the distance between the ships is changing at a rate of 6160 km/h.

To find the rate at which the distance between the ships is changing, we can use the concept of relative velocity. At 4:00 PM, ship A has been sailing east for 4 hours, covering a distance of 40 km/h * 4 h = 160 km. Ship B has been sailing north for 4 hours, covering a distance of 20 km/h * 4 h = 80 km.

To find the distance between the ships at 4:00 PM, we can use the Pythagorean theorem. The distance between the ships is the hypotenuse of a right triangle with legs of 170 km and 80 km. Using the theorem, we find that the distance between the ships is √(170^2 + 80^2) ≈ 186.45 km.

To find the rate at which the distance is changing, we can use the derivative of the distance formula. Let D be the distance between the ships. Then, D^2 = (170 + 40t)^2 + (80 + 20t)^2, where t is the time in hours. Taking the derivative of D^2 with respect to t and solving for dD/dt, we get: dD/dt = (170 + 40t)(40) + (80 + 20t)(20).

Substituting t = 4 into the expression, we find that dD/dt = (170 + 40(4))(40) + (80 + 20(4))(20) = 6160 km/h. Therefore, the distance between the ships is changing at a rate of 6160 km/h at 4:00 PM.