<img src="https://tex.z-dn.net/?f=5%5E%7B-2%7D" id="TexFormula1" title="5^{-2}" alt="5^{-2}" align="absmiddle" class="latex-form

Find the restricted values of x -7x/7x^2+x

Vera_Pavlovna [14]

Answer:

2x

Step-by-step explanation:

4 0

3 years ago

There are 4 red, 8 yellow, and 6 blue socks in a drawer. Once a sock is selected, it is not replaced. Find the probability of re

mote1985 [20]

Answer:

11/306

Step-by-step explanation:

Probability is the ratio of the number of possible outcome to the number of total outcome.

Given that there are 4 red, 8 yellow, and 6 blue socks in a drawer where the probability of picking a red, yellow and blue socks be p(r), p(y), and p(b) respectively.

The probability of reaching into the drawer without looking and drawing out 2 blue socks

= 6/(4 + 8 + 6) * 5/(4 + 8 + 5)

= 6/18 + 5/17

= 11/306

8 0

3 years ago

Oliver interviewed 30% of the 9th grade class and 70% of the 10th grade class at his school. Jenny interviewed 75% of the 9th gr

mixer [17]

Answer:

A . 36

Step-by-step explanation:

We are given a total of 176 interviewed by Oliver and a total of 140 interviewed by Jenny. To find how many more 10th graders than 9th graders were interviewed, subtract the totals given

176 - 140 = 36

This is how we came to the answer:

We are given 70% of the 10th-grade and 30% of the 9th-grade with a total of 176 for Oliver.

While we're given 75% of the 9th-grade class and 25% of the 10th-grade with a total of 140 interviewed by Jenny

<u>Oliver's Interviewees</u>

10-graders

Firstly, let's find what the number of 9th-graders was interviewed by Oliver; find the percentage of the 9th-graders by the total;

70% of 176 =

$\frac{70}{100} * \frac{176}{1}$

Cross multiply

123.2 were 10-graders interviewed by Oliver

9th-graders

Now, to find the number of 9th-graders was interviewed by Oliver; find the percentage of the 9th-graders by the total;

30% of 176 =

$\frac{30}{100} * \frac{176}{1}$

Cross multiply

52.8 were 9th-graders interviewed by Oliver

<u>Jenny's Interviewees</u>

9th-graders

Firstly, let's find what the number of 9th-graders was interviewed by Jenney; find the percentage of the 9th-graders by the total;

75% of 140 =

$\frac{75}{100} * \frac{140}{1}$

Cross multiply

105 students were 9th-graders interviewed by Jenney.

10th-graders

Now, to find the number of 10th-graders was interviewed by Jenney; find the percentage of the 10th-graders by the total;

25% of 140 =

$\frac{25}{100} * \frac{140}{1}$

Cross multiply

35 students were 10th-graders interviewed by Jenney.

<u />

<u>Total calculation</u>

Use the results and sum them up by 9th-grade plus 9th-grade and 10th-grade plus 10-grade. Then subtract the amount gotten from 9th-grade away from the amount gotten from 10th-grade;

Oliver's 9th-grade = 52.8

Jenny's 9th-grade = 105

105 + 52.8 = 157.8

Oliver's 10th-grade = 123.2

Jenny's 10th-grade = 35

123.2 + 35 = 158.2

Total calculation: 158. 2 - 157.8 = 0.4

<h2>Therefore, there are 36 more 10th than 9th.</h2>

<u />

<h3><u>Extra Info:</u></h3>

<u>Oliver's Interviewees Percentage</u>

Since we are given 30% of the 9th-grade class and 70% of the 10th-grade class, first, let's add the percentages. To do so, set it up as a fraction;

30% = $\frac{30}{100}$ while, 70% = $\frac{70}{100}$

Now solve it;

$\frac{30}{100} + \frac{70}{100}$

Simplify; cancel bottom zero's;

$\frac{30}{1} + \frac{70}{1}$

Add the remaining numerators;

30 + 70 = 100

Which is 100%

<u>Jenny's Interviewees Percentage</u>

Since we're given 75% of the 9th-grade class and 25% of the 10th-grade, it will end up the same answer. I'll show you how; first, let's add the percentages. To do so, set it up as a fraction;

25% = $\frac{25}{100}$ and, 75% = $\frac{75}{100}$

Now solve it;

$\frac{25}{100} + \frac{75}{100}$

Simplify; cancel bottom zero's

$\frac{25}{1} + \frac{75}{1}$

Add the remaining numerators;

25 + 75 = 100

Meaning 100%

5 0

3 years ago

‼️‼️Help anyone ‼️‼️‼️

Debora [2.8K]

Method 1
You can use <span>The equilateral triangle </span>(look at the picture)
$\dfrac{a\sqrt3}{2}=1\ \ \ \cdot2\\\\a\sqrt3=2\ \ \ |\cdot\sqrt3\\\\3a=2\sqrt3\ \ \ |:3\\\\a=\dfrac{2\sqrt3}{3}\\\\\boxed{|AC|=\dfrac{2\sqrt3}{3}}$

Method 2
You can use the <span>trigonometric function</span>
$\sin60^o=\dfrac{1}{|AC|}\\\\\sin60^o=\dfrac{\sqrt3}{2}\\\\\dfrac{1}{|AC|}=\dfrac{\sqrt3}{2}\ \ \ |\cross\ multiply\\\\|AC|\sqrt3=2\ \ \ |\cdot\sqrt3\\\\3|AC|=2\sqrt3\ \ \ \ |:3\\\\\boxed{|AC|=\dfrac{2\sqrt3}{3}}$
<span />

4 0

3 years ago

Need help with Select Expansion or Contraction to correctly describe the type of dilation for each given scale factor.

ad-work [718]

To know if a dilation is an expansion ( bigger) r a contraction ( smaller) ignore the negative sign.

If the number is larger than 1, it is an expansion, if the number is smaller than 1 it is a contraction.

-4 is an expansion

2.5 is an expansion

2/3 is a contraction

-3/4 is a contraction

6 0

3 years ago