What is the probability of the arrow landing on a 3 and then on an odd number?
1 answer:
You might be interested in
The purpose of the grid is to help you record possible and impossible combinations. The repeat of the headings 1st, 2nd, 3rd, 4th helps you compare to both shirt color and name.
Each given statement has certain implications. You are expected to be able to determine as many of those as you can, and mark the grid accordingly.
The first statement says two girls slide down before two other girls. This means the first two girls listed cannot be 3rd or 4th in line, and the last two girls listed cannot be 1st or 2nd in line. It also means that none of the named girls is wearing the blue shirt (so Madeline must be wearing it). These implications are marked in the attachment with X and a circled 1, to indicate to you that the first statement was where we got the X. The X is used to signify an impossible combination.
The second statement tells you the purple shirt will not be 3rd or 4th in line, since at least two girls are after it. It tells you that Alexis is not wearing purple or yellow (so must be wearing white), and it tells you that Alexis and the yellow shirt are not first in line. (We alread knew that about Alexis.)
The third statement lets you finish the problem. We just found that Alexis is wearing the white shirt, so it tells you Madeline is 2nd in line and Alexis is 3rd. (Alexis is 3rd or 4th, but so is Lauren. The only way Madeline can be next to Alexis is for Madeline to be 2nd and Alexis 3rd.) The check marks labeled with a circled 3 are the conclusions we drew from statement 3.
Since the yellow shirt is not first, Lauren must be wearing it 4th in line.
The final conclusion is ...
- Hanna, purple
- Madeline, blue
- Alexis, white
- Lauren, yellow
Once you have identified a combination, it can help to mark off the others in that row and column (of the group of 4 rows and columns) as being impossible. This can narrow the choices for the others. I didn't do that here because it makes the diagram busier and the sequence of marks less clear.
_____
It is a good idea to check your final answer with the original problem statements to make sure the answer is consistent with them.
We have a rectangle with a diagonal included. That means we have to use Pythagorean's Theorem to find the missing dimensions. We start with the width as w. The length is 31 more than twice the width, so the length is 2w+31. The hypotenuse (diagonal) is 2 more than the length, so the diagonal measures 2w+33. In a right triangle, the hypotenuse is always the longest side, so we set up Pythagorean's Theorem using the bolded values as such: . Distributing by multiplying we simplify to
. We need to solve for w. Once we do that we can use that value to find the length. What's nice is that the 4w^2 terms cancel each other out. So when we combine like terms and get them all on one side of the equals sign to factor we have
. The 2 numbers that add up to -8 and multiply to -128 are 16 and -8. So the width is either 16 inches or the width is -8 inches. The 2 things in math that will never EVER be negative are time and distance/length. So -8 is out. The width is 16 inches. That means that the length is 2(16)+31, which is 63 inches. There you go!