What is the unit rate for 839.68 km in 51.2 h? Round to the nearest tenth if necessary.

All the fourth-graders in a certain elementary school took a standardized test. A total of 81% of the students were found to be

Dvinal [7]

Answer:

The probability that a student is proficient in mathematics, but not in reading is, 0.10.

The probability that a student is proficient in reading, but not in mathematics is, 0.17

Step-by-step explanation:

Let's define the events:

L: The student is proficient in reading

M: The student is proficient in math

The probabilities are given by:

$P (L) = 0.81\\P (M) = 0.74\\P (L\bigcap M) = 0.64$

$P (M\bigcap L^c) = P (M) - P (M\bigcap L) = 0.74 - 0.64 = 0.1\\P (M^c\bigcap L) = P (L) - P (M\bigcap L) = 0.81 - 0.64 = 0.17$

The probability that a student is proficient in mathematics, but not in reading is, 0.10.

The probability that a student is proficient in reading, but not in mathematics is, 0.17

5 0

4 years ago

The SAT Reasoning Test (formerly called the Scholastic Aptitude Test) is perhaps the most widely used standardized test for coll

slamgirl [31]

Answer:

The score is $x = 1884$

Step-by-step explanation:

From the question we are told that

The population mean is $\mu = 1500$

The standard deviation is $\sigma = 300$

From the question we are told that the score follow a normal distribution

i.e $X \~ \ N( 1500 , 300)$

The proportion of score in the top 10% is mathematically

$P(X > x ) = P( \frac{X - \mu}{\sigma } > \frac{x - \mu}{\sigma } ) = 0.10$

Where x is the minimum score required to be in the top 10%

Now the $\frac{X - \mu}{\sigma } = Z (The \ Standardized \ value \ of \ X)$

So

$P(X > x ) = P( Z > \frac{x - \mu}{\sigma } ) = 0.10$

So

$P(X > x ) = P( Z > \frac{x - 1500}{300} ) = 0.10$

So the critical value of 0.10 from the normal distribution table is $Z_{0.10} = 1.28$

So

$\frac{x - 1500}{300} = 1.28$

$x = 1884$

6 0

3 years ago

The point (p,q) is on the graph of values from a ratio table. What is another point on the graph?

Anestetic [448]

In the previous activities, we constructed a number of tables. Once we knew the first numbers in the table, we were often able to predict what the next numbers would be. Whenever we can predict numbers in one row of a table by multiplying numbers in another row of a table by a given number, we call the relationship between the numbers a ratio. There are ratios in which both items have the same units (they are often called proper ratios). For example, when we compared the diameter of a circle to its circumference, both measured in centimeters, we were using a same-units ratio. Miles per gallon is a good example of a different-units ratio. If we did not specifically state that we were comparing miles to gallons, there would be no way to know what was being compared!

When both quantities in a ratio have the same units, it is not necessary to state the unit. For instance, let's compare the quantity of chocolate chips used when Mary and Quinn bake cookies. If Mary used 6 ounces and Quinn used 9 ounces, the ratio of Mary's usage to Quinn's would be 2 to 3 (note that the order of the numbers must correspond to the verbal order of the items they represent). How do we get this? One way would be to build a table where the second row was always one and a half times as much as the first row. This is the method we used in the first two lessons. Another way is to express the items being compared as a fraction complete with units:

<span>6 ounces
9 ounces</span>Notice that both numerator and denominator have the same units and thus we can "cancel out" the units. Notice also that both numerator and denominator have values that are divisible by three. When expressing ratios, we generally treat them like fractions and "reduce" or simplify them to the smallest numbers possible (fraction and colon forms use two numbers, as a 3:1 ratio, whereas the decimal fraction form uses a single number—for example, 3.0—that is implicitly compared to the whole number 1).<span>
</span>

8 0

4 years ago

Read 2 more answers

I need who help .. who can be my lifesaver

kondor19780726 [428]

Answer:

Q = G

Step-by-step explanation:

We are already given that angle P = angle H

We are also given that side QP = side GH

Remember if two sides are congruent then so are their opposite angles meaning that the opposite angle of GH ( which would be angle F ) would be congruent to the opposite angle of QP ( which would be angle R )

The remaining angles would be angle q and angle g so the additional information needed would be G = Q

8 0

3 years ago

if thrice my age 6 years ago be subtracted from twice my present age the result is present age then my present age is what

aleksley [76]

Answer:

9 years

Step-by-step explanation:

Let the present age = x

Age 6 years ago = x - 6

Thrice my age 6 years ago = 3*(x -6) =3x - 3*6 = 3x - 18

Twice my present age = 2 *x = 2x

Thrice my age 6 years ago be subtracted from

twice my present age = 2x - (3x - 18)

2x - (3x - 18) = x

2x - 3x + 18 = x

-x + 18 = x {Add x to both sides}

18 = x + x

18 = 2x {Divide both sides by 2}

18/2 = x

x = 9 years

8 0

3 years ago