Answer:
f{0) is greater than g(0) and f(2) is greater than g(2).
Step-by-step explanation:
f{0) is greater than g(0) = f(0)=8 and g(0)=2
f(2) is greater than g(2) = f(2)=8 and g(2)= -4
The law of sines can be used to find the missing side lengths.
... RP = sin(60°)/sin(45°)·10 = 10√(3/2) ≈ 12.247
... PS = sin(75°)/sin(45°)·10 ≈ 13.660
Then the perimeter is
... perimeter = RS + RP + PS
... = 10 + 12.247 + 13.660 ≈ 35.91 . . . .units
corrected question:A jar contains two blue and five green marbles. A marble is drawn at random and then replaced. A second marble drawn at random. For each of the following, find the probability that: a) both marbles are blue b) both marbles are the same color c)the marbles are different in color
Answer:
Step-by-step explanation:
<u><em>The probability was done with replacement.</em></u>
Probaility of an event happening
number of blue marbles= 2
number of green marbles=5
total number of marbles=7
(a) probability that both marbles are blue = pr(first is blue)*pr(second is blue)
(b)probability that both marbles are the same color =pr(first is blue)*pr(second is blue) + Pr(first is green)*Pr(second is green)
(c)Probability that the marbles are different in colors=pr(first is blue)*pr(second is green) + Pr(first is green)*Pr(second is blue)
Answer:
Step-by-step explanation:
This is a super question and it is an excellent exercise for you. When I was teaching, once every term, I would ask my physics class to explain acceleration to a 7 year old. The stats favored the older women (mothers) who took the class. Almost none of the guys could do it. Here's why.
- The sentences had to be very short. They were barely 6 or 7 words long. They were complete sentences.
- The examples used had to be very simple. The secret to those mother's answers was they invariably picked something like a stop sign. They all knew that and they always got it right for those reasons.
You are trying to teach a seven or eight year old. Believe it or not, the first thing you have to do is check and see if they know their facts. Can they do 7+8 or 9+ 6 without hesitancy. If they can do those facts do they know the multiplication facts. 4 * 5 etc. They must know those things cold, or you are wasting your time. Don't ask me why. But you can't go on without those 2 fact types solid.
I take it you are trying to do word problems. The best thing you can do is teach them to read.
A man has a dime and a nickel and a penny. How much money does he have? Us a marker to underline the key statement.
a dime,
a nickel
a penny should be underlined. Don't ask for an answer - yet.
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Keep doing this problem over and over. You are not trying to get an answer. You are trying to get them to understand how to read a question
A person has just less than 4 quarters just less than 5 dimes and just less than 4 nickels. How many coins does he have. That's an important question because the grade three-er is going to have to know what less means.
That should get you started.
The line will remain unchanged because you are just and only dilating the rectangle. I hope this helps :).-
