The weight of a miniature Tootsie roll is normally distributed with a mean of 3.30 grams and standard deviation of .13 gram

$2010.458 is her new balance after she makes one new transaction for $51.

What does a credit balance mean?

The amount that the credit card company owes you is shown as a credit balance on your billing statement. Each payment you make results in credits being added to your account.

                                   When you return something you purchased with your credit card, you can receive an additional credit.

Credit balance  = $1,603

   APR = 28.6%

        = 28.6%  * $1,603

         =   458.458

Credit balance  = $1,603 + 458.458

                        = $2061.458

  net balance =  $2061.458 - 51

                      = $2010.458

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Answer:

unlikely as there are more girls but there could be 1 boy and girl as this is probability

Step-by-step explanation:

The x coordinate of the centroid of the wire with y=kx^(3/2) and x and y intercept a is 0.546a. The y coordinate is 8a/5.

To find the centroid of the wire, we need to find the area and first moments of the wire, which are given by:

Area, A = ∫y dx, where x ranges from -a to a

First moment with respect to x, Mx = ∫xy dx, where x ranges from -a to a

Then the x coordinate of the centroid is given by:

xc = Mx / A

We can start by finding the area:

A = ∫y dx = ∫kx^(3/2) dx = (2/5)kx^(5/2) + C

At x = a, y = 0, so C = - (2/5)ka^(5/2)

At x = -a, y = 0, so A = 2(2/5)ka^(5/2) = (4/5)ka^(5/2)

Now we need to find the first moment with respect to x:

Mx = ∫xy dx = ∫kx^(5/2) dx = (2/7)kx^(7/2) + C'

At x = a, y = 0, so C' = - (2/7)ka^(7/2)

At x = -a, y = 0, so Mx = 0

Therefore, the x coordinate of the centroid is:

xc = Mx / A = 0 / [(4/5)ka^(5/2)] = 0

This means that the centroid lies on the y-axis. To find its y coordinate, we can use the formula:

yc = ∫x dy / A = ∫x (dy/dx) dx / A

Using the equation y = kx^(3/2), we can find dy/dx:

dy/dx = (3/2)kx^(1/2)

Substituting this into the formula for yc and simplifying, we get:

yc = (4/5)ka^(5/2) / (5/8)ka^(5/2) = (8/5)a

Therefore, the coordinates of the centroid are (0, 8/5 a), and the y coordinate is (8/5)a.

To find the x coordinate of the centroid, we need to use the formula:

xc = (1/A) ∫x y dx

We already found the expression for the area A, so we just need to evaluate the integral:

xc = (1/A) ∫x y dx = (1/A) ∫x kx^(3/2) dx

Integrating this by substitution with u = x^(1/2), we get:

xc = (2/5a^(5/2)) ∫u^4 du = (2/5a^(5/2)) (u^5/5) + C

where C is a constant of integration.

At x = a, y = 0, so u = a^(1/2) and C = -(2/25)a^(5/2).

At x = -a, y = 0, so the contribution to the integral is zero.

Therefore, the x coordinate of the centroid is:

xc = (2/5a^(5/2)) (u^5/5) - (2/25a^(5/2)) = (2/25)a(5√2 - 1)

Plugging in a = 1, we get:

xc = 0.546a

So the x coordinate of the centroid is 0.546 times the x and y intercept value a.

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_____The given question is incomplete, the complete question is given below:

a homogeneous wire is bent into the shape shown of graph y = kx^(3/2), x and y intercept is 'a'. determine the x coordinate of its centroid by direct integration. express your answer in terms of a. Also find y- coordinate.

a. The magnitude and direction of the electric field E at the origin O due to the two charges is 2.29 × 10⁴ N/C.

b. The electric potential V at the origin is zero

a. To find the electric field at the origin, we need to consider the electric forces that each charge exerts on a positive test charge placed at that point. The magnitude of the electric field E at the origin is given by the formula:

E = k * |Q₁| / r₁² + k * |Q₂| / r₂²,

where k is Coulomb's constant, |Q₁| and |Q₂| are the magnitudes of the charges, and r₁ and r₂ are the distances from each charge to the origin.

In this case, Q₁ = − 1.6 × 10⁻⁶ C and Q₂ = + 9 × 10⁻⁶ C, so the magnitude of the electric field at the origin is:

E = k * |Q₁| / r₁² + k * |Q₂| / r₂²

= 9 × 10⁹ N·m²/C² * |− 1.6 × 10⁻⁶ C| / (4 m)² + 9 × 10⁹ N·m²/C² * |+ 9 × 10⁻⁶ C| / (3 m)²

= 2.29 × 10⁴ N/C.

b. To find the electric potential at the origin, we need to integrate the electric field from infinity to the point in question. The electric potential V at the origin is given by the formula:

V = − ∫ E · dr

where the integral is taken along any path from infinity to the origin. Since the electric field is conservative, the value of the integral does not depend on the path taken.

Therefore, we can choose a path that goes straight from infinity to the origin, and the integral simplifies to:

V = − ∫ E · dr = − E ∫ dr = − E x r,

where r is the distance from the origin to the point where the test charge is located. Since we are interested in the potential at the origin, we set r = 0 and obtain:

V = 0.

Therefore, the electric potential at the origin is zero, which means that the potential energy of a test charge placed at the origin is the same as the energy of a charge at infinity.

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Complete Question:

A charge Q₁ = − 1.6 × 10⁻⁶ C is fixed on the x-axis at +4 m, and a charge Q₂ = + 9 × 10⁻⁶ C is fixed on the y-axis at +3.0 m.

a. Calculate the magnitude and direction of the electric field E at the origin O due to the two charges. Draw and clearly label this vector on a coordinate axis.

b. Calculate the electric potential V at the origin.

The answer of the given question based on determining the second break in the break is  1.1.1 The second break is from 11:25 AM to 11:40 AM, which means it is 15 minutes long , 1.1.2 Rhandzu is doing 8 subjects , Rhandzu has Mathematical Literacy on Day 3 and Day 7, which means it is a 4-day cycle.

Sepedi is  Bantu language spoken in South Africa by Pedi people. It is one of the 11 official languages of South Africa and is primarily spoken in  northern parts of  country, like Limpopo, Gauteng, and Mpumalanga provinces.

Sepedi is also known as Sesotho sa Leboa and is closely related to Sesotho (Southern Sotho) and Setswana (Tswana). Sepedi Home Language refers to  study of Sepedi as  first language or mother tongue in South African schools. It is an important subject in South African education system, as it helps to preserve and promote use of indigenous languages and cultural heritage.

1.1.1 The second break is from 11:25 AM to 11:40 AM, which means it is 15 minutes long.

1.1.2 Rhandzu is doing 8 subjects, which are English Home Language, Mathematics, Life Orientation, Physical Sciences, Life Sciences, Agricultural Sciences, Mathematical Literacy, and Sepedi Home Language.

1.1.3 Rhandzu has Mathematical Literacy on Day 3 and Day 7, which means it is a 4-day cycle. Therefore, in an eight-day cycle, Rhandzu would have Mathematical Literacy on Day 3, Day 7, Day 3 again, and Day 7 again.

It is important to schedule breaks on the time-table because they allow students to rest and recharge between lessons. Breaks can also help students to stay focused and engaged during lessons by giving them time to process and reflect on what they have learned. Additionally, breaks can provide opportunities for social interaction and physical activity, which can have a positive impact on students' well-being and academic performance.

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The second break is from 11:25 AM to 11:40 AM, which means it is 15 minutes long , Rhandzu is doing 8 subjects , Rhandzu has Mathematical Literacy on Day 3 and Day 7, which means it is a 4-day cycle.

Sepedi is  Bantu language spoken in South Africa by Pedi people. It is one of the 11 official languages of South Africa and is primarily spoken in  northern parts of  country, like Limpopo, Gauteng, and Mpumalanga provinces.

Sepedi is also known as Sesotho sa Leboa and is closely related to Sesotho (Southern Sotho) and Setswana (Tswana). Sepedi Home Language refers to  study of Sepedi as  first language or mother tongue in South African schools. It is an important subject in South African education system, as it helps to preserve and promote use of indigenous languages and cultural heritage.

1.1.1 The second break is from 11:25 AM to 11:40 AM, which means it is 15 minutes long.

1.1.2 Rhandzu is doing 8 subjects, which are English Home Language, Mathematics, Life Orientation, Physical Sciences, Life Sciences, Agricultural Sciences, Mathematical Literacy, and Sepedi Home Language.

1.1.3 Rhandzu has Mathematical Literacy on Day 3 and Day 7, which means it is a 4-day cycle. Therefore, in an eight-day cycle, Rhandzu would have Mathematical Literacy on Day 3, Day 7, Day 3 again, and Day 7 again.

It is important to schedule breaks on the time-table because they allow students to rest and recharge between lessons. Breaks can also help students to stay focused and engaged during lessons by giving them time to process and reflect on what they have learned. Additionally, breaks can provide opportunities for social interaction and physical activity, which can have a positive impact on students' well-being and academic performance.

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Answer:

We can substitute the given values of p, m, and n into the formula for h:

h = p√(m^2 + n)

h = 3√(6^2 + 20)

h = 3√(36 + 20)

h = 3√56

We can simplify this by factoring 56 into its prime factors:

h = 3√(2^3 × 7)

h = 3 × √(2^2 × 7) × √2

h = 3 × 2√7

Therefore, when p = 3, n = 20, and m = 6, the value of h is 6√7 or approximately 13.42.

The red car is traveling at a pace of about speed of 56.67 feet per second along the road.

The mathematical relationship between speed, distance, and time will be explained here. A moving body's speed is the distance it covers in a given amount of time. The speed is calculated using the time in hours and the distance in kilometers per hour. If the distance is in m and the time is in seconds, the speed is m/sec.

Let x represent the distance the red automobile has traveled from where it started, and y represent the separation it has from the police car. We learn the following from the Pythagorean theorem:

[tex]x^2 + y^2 = d^2[/tex]

where d is the separation between the two vehicles.

When we divide the two sides by the passage of time, we obtain:

[tex]2x(dx/dt) + 2y(dy/dt) = 2d(dd/dt)[/tex]

Given that dy/dt = -85 ft/s, we need to get dx/dt.

The police car is also mentioned as being 50 feet off the side of the road. Hence, we can state that [tex]d = sqrt(x^2 + (y - 50)^2)[/tex].When we differentiate this phrase according to time, we get:

[tex]dd/dt = (1/2)*(x^2 + (y - 50)^2)^(-1/2)*(2x*dx/dt + 2(y - 50)*dy/dt)[/tex]

By changing the specified values, we obtain

[tex]-85 = (1/2)*sqrt(x^2 + (180 - 50)^2)^(-1/2)*(2x*dx/dt + 2(180 - 50)*(-85))[/tex]

If we condense this phrase, we get:

[tex]dx/dt = 170/3 ≈ 56.67 ft/s[/tex].

The red car is therefore traveling at a pace of about 56.67 feet per second along the road.

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The area of a penny is .001m²

The quantity of space contained within a circle's perimeter is known as its area. The area that the circle occupies is that which lies inside its perimeter. It is also known as the total number of square units included within that circle. In square units, the area of a circle is equal to πr²or πd²/4 where (Pi) = 22/7 or 3.14.

r stands for circle radius.

circle's diameter is given as d.

Diameter of Penny is  0.750 inches

Converting inch into meter

1 inch=0.0254 meter

0.750 inch= 0.01905 meter

Area of a circle is =π×r²

=π×(0.01905)²

=.001139≈ .001m²

A penny's surface area is.001 m² to the nearest tenth.

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Step-by-step explanation:

that does not make any sense at all. if you copied this correctly, then many greetings to your teacher. this, as it is written, is not possible.

you have 96 houses.

when you sell 1/4 of the houses, (= 96 × 1/4 = 24) you have 3/4 of the houses left (= 96 × 3/4 = 96 - 96 × 1/4 = 72).

so, what you have left are 3/4 of the houses. NOT 1/6.

3/4 is NOT 1/6.

1/6 of the original 96 houses is

96 × 1/6 = 96/6 = 16 houses

but if 72 (the remaining houses after the first sell of 1/4) is supposed to be 1/6, then the total number of houses at the beginning would have been

72 × 6 = 432 houses. NOT 96.

so, you see, this is again NOT possible. no matter how we twist and turn it.

Step-by-step explanation:

35:12

40:17

45:22

50:27

55:32

Step-by-step explanation:

If 13% of people own dogs, then the probability that a randomly selected person owns a dog is 0.13. Assuming that the ownership of dogs is independent between people, the probability that two randomly selected people both own a dog is equal to the product of their individual probabilities:

P(both own a dog) = P(1st person owns a dog) * P(2nd person owns a dog | 1st person owns a dog)

P(both own a dog) = 0.13 * 0.13

P(both own a dog) = 0.0169

Therefore, the probability that two people picked at random both own a dog is 0.0169 or approximately 1.69%.

The required value of the function  (f + g)(x) for given f(x) and g(x) as ( 3 / √x )  - ( 2 / x³ ) and √(5x - 7) is equals to ( 3 / √x )  - ( 2 / x³ )  + √(5x - 7).

Function f(x) is equals to,

( 3 / √x )  - ( 2 / x³ ) for all x > 0

Function g(x) is equals to,

g(x) = √(5x - 7)

To get the value of (f + g)(x),

Substitute the value of f(x) and g(x) and  add the functions f(x) and g(x) together,

Sum of f(x) and g(x) is equals to,

(f + g)(x)

= f(x) + g(x)

= ( 3 / √x )  - ( 2 / x³ )  + √(5x - 7)

Therefore, value of the function (f + g)(x) is equals to ( 3 / √x )  - ( 2 / x³ )  + √(5x - 7).

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The above question is incomplete, the complete question is:

The function f is defined by f of x is equal to 3 divided by the square root of x minus 2 divided by x cubed for x > 0, g as a function of x is equal to the square root of quantity 5 x minus 7 Find (f + g)(x).

The number of textbooks sold were;

Psychology textbooks : 143

Biology textbooks: 85

First, we have to determine the algebraic expression.

Let the number of biology textbooks by y

The number of psychology textbooks be 58 + y

The total number of textbooks is 228

Now, substitute the values

58 + y + y = 228

collect the like terms

y + y = 228 - 58

add or subtract the like terns

2y = 170

Divide by the coefficient of y

y = 170/2

y = 85 textbooks

Psychology textbooks = 58 + y = 58 + 85 = 143 textbooks

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The answer of the given question based on the linear function the answers are ,(a)  The initial value of the function is the y-intercept, which is 55000 , (b) the car will be valued at $35,002 when it has been driven approximately 1666 miles.

Function is a rule that assigns  unique output value to each input value in  a set. The input values are typically represented by variable x, while the output values are represented by  variable y. A function can be thought of as machine that takes an input, processes it according to a specified rule, and produces output.

Functions have many applications in various fields of mathematics and science, like  calculus, linear algebra, and physics. They are also used in computer science and programming, where they are essential for data analysis, machine learning, and other applications.

a. In the linear function y=-9x + 55000, the coefficient of x (-9) represents the rate of change, which indicates how much the value of the car decreases for each mile driven. Specifically, for each mile driven, the value of the car decreases by $9. The initial value of the function is the y-intercept, which is 55000. This represents the value of the car when it has not yet been driven any miles.

b. To find when the car will be valued at $35,002, we can substitute y=35,002 into the linear equation and solve for x:

y=-9x + 55000

35,002=-9x + 55000

-9x = -14998

x = 1666.44

Therefore, the car will be valued at $35,002 when it has been driven approximately 1666 miles.

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The pseudoinverse of the given matrix is:A+ = [tex][[-2.00, 0.50, 0.00, -1.00][/tex], [ [tex]0.00, -1.00, 0.00, 1.00], [ 1.00, -0.50, 0.00, 0.00],  [ 0.50, -0.50, 0.00,[/tex][tex]0.00], [ 0.00, 0.00, 0.50, 0.00], [ 0.00, 0.00, -2.00, 1.00], [ 0.00, 0.00, 0.75, -0.50],  [ 0.00, 0.00, -1.50, 1.00]].[/tex]

The Moore-Penrose pseudoinverse is a tool used to solve a system of linear equations when the rank of the matrix is less than the number of columns. When a matrix has a rank that is less than the number of columns, it is said to be "singular", meaning that it has no unique solution. To solve this problem, the Moore-Penrose pseudoinverse uses a combination of inverse matrix and transpose matrix operations to calculate a solution that is as close as possible to the true solution. The pseudoinverse is defined mathematically as[tex]A+ = (A*A)^-1A*,[/tex] where A is the original matrix and A* is its transpose. The pseudoinverse of the given matrix is:A+ = [[-2.00, 0.50, 0.00, -1.00], [ 0.00, -1.00, 0.00, 1.00], [ 1.00, -0.50, 0.00, 0.00],  [ 0.50, -0.50, 0.00, 0.00], [ 0.00, 0.00, 0.50, 0.00], [ 0.00, 0.00, -2.00, 1.00], [ 0.00, 0.00, 0.75, -0.50],  [ 0.00, 0.00, -1.50, 1.00]].It is calculated by taking the inverse of the matrix multiplication of the transpose of the matrix and the original matrix, and then multiplying that by the original matrix transpose. This process allows for the calculation of the closest solution possible to the original set of equations given by the matrix.

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Therefore , the solution of the given problem of average comes out to be the average yearly income is $67,200.

The exact number that constitutes the mean in a group with structure is its median value. In this instance, as opposed to being a typical measurement, the percentage ratio among the lowest and greatest 50% of the collection is a probability measurement. Different methods may be employed to determine the centre and mode of any odd or strange numbers.

Here,

The following formula is used to determine the project's yearly depreciation:

=> (Initial cost – Residual worth) / (Useful life) = Annual Depreciation

The project's useful life is 8 years, and since there is no residual worth, the annual depreciation is as follows:

=> Depreciation per year =  ($448,000 - $0) / 8 = $56,000

The annual average income is calculated as the original cost multiplied by the initial rate of return, divided by the number of years of useful life:

Average yearly revenue is calculated as follows:

=> (Annual depreciation + Average rate of return x Initial cost) / Useful life

When we change the numbers, we obtain:

=> ($56,000 + 0.09 x $448,000) / 8 = $67,200 annually is the average yearly income.

The average yearly income is therefore $67,200.

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The percentage of fares for a cab company in Chicago that fall within certain standard deviation ranges from the mean fare from O'Hare Airport to the Drake Hotel is calculated Using Chebyshev's theorem:

What is standard deviation?

Standard deviation is a measure of the amount of variation or dispersion of a set of data values from their mean (average) value. In other words, it measures how spread out the data is from the average.

(a) According to Chebyshev's theorem, at least 75% of the fares lie between 20.87 dollars and 34.87 dollars.

(b) According to Chebyshev's theorem, at least 84% of the fares lie between $18.37 and $37.37. (Round your answer to 2 decimal places.)

(c) Suppose that the distribution is bell-shaped. According to the empirical rule, approximately 99.7% of the fares lie between $14.37 and $41.37.

(d) Suppose that the distribution is bell-shaped. According to the empirical rule, approximately 95% of the fares lie between 20.87 dollars and 34.87 dollars.

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Answer:

To find the perpendicular line to the line y = 1/2x + 4 that passes through the point (-8, 3), we can follow these steps:

Determine the slope of the given line. The line y = 1/2x + 4 is in slope-intercept form (y = mx + b), where the slope is m = 1/2.

Find the negative reciprocal of the slope from step 1 to obtain the slope of the perpendicular line. The negative reciprocal of 1/2 is -2, so the slope of the perpendicular line is -2.

Use the point-slope form of a line (y - y1 = m(x - x1)) and plug in the slope from step 2 and the point (-8, 3) to find the equation of the perpendicular line.

y - 3 = -2(x + 8)

Simplifying this equation gives:

y = -2x - 13

Therefore, the equation of the perpendicular line passing through (-8, 3) is y = -2x - 13.

The line segment AB and CB are perpendicular to each other.

Check whether the slopes of the lines are the negative reciprocals of one another to see if they are perpendicular to one another. The steps are as follows:

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The average rate of change on the intervals [0, 3], [3, 5], [5, 7], and [7, 9] are 2, -1.5, 1, and -1.5, respectively.

It expresses how much the function changed per unit on average during that time period. It is computed by taking the slope of the straight line connecting the interval's endpoints on the function's graph.

To calculate the average rate of change for the intervals shown in the graph, we must first determine the slope of the line connecting the endpoints of each interval.

0-3 interval:

Because the interval's endpoints are (0, 1) and (3, 7), the slope of the line connecting them is:

slope = (y change) / (x change) = (7 - 1) / (3 - 0) = 2

pauses [3, 5]:

Because the interval's endpoints are (3, 7) and (5, 4), the slope of the line connecting them is:

slope = (y change) / (x change) = (4 - 7) / (5 - 3) = -1.5

[5–7] Interval:

Because the interval's endpoints are (5, 4) and (7, 6), the slope of the line connecting them is:

slope = (y change) / (x change) = (6 - 4) / (7 - 5) = 1

Interval 7 and 9:

Because the interval's endpoints are (7, 6) and (9, 3), the slope of the line connecting them is:

slope = (y change) / (x change) = (3 - 6) / (9 - 7) = -1.5

As a result, the average rate of change on the intervals [0, 3], [3, 5], [5, 7], and [7, 9] is 2, -1.5, 1, and -1.5.

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The standard deviation that the student would have in order to be publicly recognized is given as 1.17

We would have to assume that the students score follows a normal distribution

This is given as

X ~ (μ, σ)

(μ, σ) are the mean and the standard deviation

1 - 12 percent =

0.88 = 88 percent

using the excel function given as NORMS.INV() we would find the standard deviations

=NORM.S.INV(0.88)

= 1.17498

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A student would have to score approximately 0.89 standard deviations above the mean to be in the top 12% and be publicly recognized.

we can use the empirical rule to estimate the number of standard deviations a student has to score above the mean to be in the top 12 percent, assuming it is a normal distribution

The empirical rule states that for a normal distribution:

we will use the complement rule since our aim is to find the number of standard deviations a student has to score above the mean to be in the top 12%.

The complement of being in the top 12% is being in the bottom 88%.

From the empirical rule, we have that 68% of the data falls within one standard deviation of the mean.

Therefore, the remaining 32% (100% - 68%) falls outside one standard deviation of the mean.

Since we want to find the number of standard deviations a student has to score above the mean to be in the bottom 88%, we can assume that the remaining 32% is split evenly between the two tails of the distribution.      

Applying the z-score formula:

z = (x - μ) / σ

The z-score for a cumulative area of 0.44 is approximately -0.89  found by looking up the z-score corresponding to the cumulative area of 0.44 (half of 0.88) in a standard normal distribution table.

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Answer:

225 degrees

Step-by-step explanation:

It is: 5/8 of 360 = 225 degrees.

5/8 of a circle is equivalent to 225 degrees.

Given,

5/8 of a circle.

Now,

A full circle represents 360 degrees .

So,

1 complete circle = 360 degrees

Let 5/8 of a circle represents x degrees,

1 complete circle = 360 degrees

5/8 of circle = x degrees

Cross multiply,

x = 5/8 * 360

x = 225 degrees.

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Answer: The top three finishers can be arranged in 15 x 14 x 13 ways, since there are 15 choices for the first place, 14 choices for the second place (since one person has already been selected for first place), and 13 choices for the third place (since two people have already been selected for first and second place).

So the answer is:

15 x 14 x 13 = 2730

Therefore, the top three finishers can be arranged in 2730 different ways. Answer: 2730.

Step-by-step explanation:

Answer:

[tex]2730[/tex]

Step-by-step explanation:

We can solve this problem without using any complex formulas, though there is a formula for solving such problems

Out of the 15 participants, only one participant can be in first place but this can be any one of the participants

So choice for first place = 15 participants

Once a participant has won in the first place, there are 14 remaining participants who can come second place

For third place there are only 13 participants who can make it

The total number of ways in which top three participants can be arranged is

15 x 14 x 13 = 2730 ways

The formula is

[tex]P(n, r ) = \dfrac{n!}{(n-r)!}[/tex]

where n is the population to be considered; here n = 15

r = number of items to be considered ; here r = 3

[tex]P(n, r)[/tex] sometimes written as [tex]_nP_r[/tex] represents the number of subsets  r that can be taken from a larger set  n when the order of the subset matters.

using the formula we get

[tex]P(n, r ) = \dfrac{15!}{(15-3)!} = \dfrac{15!}{12!} = 15 \times \ 14 \times 13 = 2730[/tex]

The factors in the word problem for the amount of fat in the ice cream

combination are given by the fat in each constituent.

Reasons:

The given parameters are;

Let C represent the amount of fat in Cherry ice-cream, and let M represent

the amount of fat in Mint Chocolate Chunk ice-cream, we get;

2·C + M = 71...(1)

C + 2·M = 61...(2)

Multiplying equation (1) by 2 and then subtracting equation (2) from the

result gives;

2 × (2·C + M) = 2 × 71

4·C + 2·M = 142...(3)

(4·C + 2·M) - (C + 2·M) = 142 - 61

3·C = 81

[tex]C=\dfrac{81}{3} =27[/tex]

The amount of fat in Cherry ice-cream C = 27 grams

2 × 27 + M = 71

M = 71 - 2 × 27 = 17

The amount of fat in the Mint Chocolate Chunk ice-cream, M = 17 grams

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Using set theory, we can find the elements of set (AUB) as follows:

AUB = {3,10,12,25,27}

In mathematics, a grouping of various objects is known as a set. Any collection of items, including a numerical range, a list of days of the week, several automobile models, etc., can be categorised as a set. An element of the set can be any component of the set.

A very basic set would resemble something like this. Set A = {1,2,3,4,5}. Several notations can be used to represent the elements of a set. Sets are frequently represented by a set builder form or by using a roster form.

In the question,

Universal set = {11,2,3, 4......,28,29,30}

Set A = {3,4,5,8,10,12,15,21,24,25,27,28}

Set B = {1,3,10,11,12,16,25,27,29}

So AUB = {3,10,12,25,27}

Therefore, the elements that are included in the set (AUB) is:

{3,10,12,25,27}.

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For the largest prime with 2010 digits, the smallest positive integer k such that p²-k is divisible by 12 is mod 24.

First, we need to find the largest prime number with 2010 digits. We know that a prime number greater than 5 must end in either 1, 3, 7, or 9. Therefore, we can start with the number 9 followed by 2009 nines, which gives us a 2010-digit number. We then check whether this number is prime or not using a primality test.

Next, we need to find the smallest positive integer k such that p^2 - k is divisible by 12. We can rewrite this as k ≡ p² (mod 12).

Since p is odd, we know that p² ≡ 1 (mod 8), and since 12 = 3 × 4, we can use the Chinese Remainder Theorem to solve the congruence system k ≡ 1 (mod 8) and k ≡ 1 (mod 3).

Using the fact that 8 and 3 are coprime, we can solve for k using the formula k ≡ a_1N_1y_1 + a_2N_2y_2, where N_1 = 3, N_2 = 8, a_1 = 1, a_2 = 1, y_1 = [tex]3^{(-1)}[/tex] (mod 8) = 3, and y_2 = [tex]2^{(-1)}[/tex] (mod 3) = 2.

Plugging in the values, we get k ≡ 25 (mod 24).

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Answer:

1/12

Step-by-step explanation:

Assuming both the die and coin are fair, there is a 1/2 chance of flipping heads and a 1/6 chance of rolling a specific number on the die.

Multiplying, 1/2 * 1/6 is 1/12.

Hope this helps!

Answer:

Step-by-step explanation:

An equivalent cοmpοund inequality is -9 < x < -3.

An inequality with an absοlute value algebraic expressiοn and variables is knοwn as an absοlute value inequality. An expressiοn using absοlute functiοns and inequality signs is knοwn as an absοlute value inequality.

Here, we have

Given: |x+6|<3 is an absοlute value inequality.

Apply absοlute rule

if |u|<a, a>0 then -a<u<a

-3 < x+6 <3

x+6 > -3 and x+6 <3

x> -9 and x< -3

-9 < x < -3

Hence, an equivalent cοmpοund inequality is -9 < x < -3.

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