Mr. Bailey announced the grade distribution for
his science fair projects. Of the 36 students in the
class, 12 earned A's, 18 earned B's, and 6 earned
C's. If Mr. Bailey were to randomly select one of
his students to talk about their project, what is the
probability that the student chosen had earned an
A on their science fair project?

Answer: mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm

Step-by-step explanation:

Please Like!

Answer:

(2,2)

Step-by-step explanation:

The solution to a system is the point on the graph where both lines intersect.

Problem 1

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Explanation:

The first task is to determine the function for f(x). Because it's linear, it's in the form y = mx+b. Let's find the slope m.

Select any two columns to pick out (x,y) points from the f(x) function. I'll pick the first two columns to select the points (-6,15) and (-4,11). Apply the slope formula to these two points to get...

m = (y2-y1)/(x2-x1)

m = (11-15)/(-4-(-6))

m = (11-15)/(-4+6)

m = -4/2

m = -2

Then use this m value along with any of the points of the table to determine the y intercept b. I'll use the point (-6,15)

y = mx+b

b = y-mx

b = 15-(-2)*(-6)

b = 15-12

b = 3

The y = mx+b equation becomes y = -2x+3 and that leads directly to the function f(x) = -2x+3.

Repeat all of those steps but do so for g(x) this time. I'll skip those steps over but you should get the function g(x) = 5x-6.

The y intercepts of f(x) and g(x) found were 3 and -6 respectively. Subtract those values to find the y intercept of h(x) = (f-g)(x) = f(x)-g(x).

So we get 3-(-6) = 3+6 = 9 which leads to the location (0, 9).

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Problem 2

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Explanation:

Through trial and error, the factor by grouping method, or using your graphing calculator, factor the denominator to get

g(x) = x^3+2x^2-x-2 = (x+2)(x+1)(x-1)

The factors (x+2), (x+1) and (x-1) lead to the roots of x = -2, x = -1, and x = 1 in that order. Those three roots of g(x) will make g(x) = 0 and cause a division by zero error in the denominator. So we must kick out those three values from the domain. Every other real number is allowed in the domain. So that's how we get the notation for choice A. It starts off saying x is a real number. Then it goes onto say that -2, -1 and 1 aren't allowed.

So overall the domain is described as: "x can be almost any real number except x cannot be -2, cannot be -1, and it cannot be 1".

Side note: We don't involve the numerator function at all.

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Problem 3

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Explanation:

The height is x, which we can factor out like this

2x^3-5x^2-3x

2x^2*x - 5x*x - 3*x

x(2x^2-5x-3)

Effectively you would use the distribution rule in reverse.

Now let's factor the remaining expression in the parenthesis.

I'll use the factor by grouping method.

2x^2-5x-3

2x^2-6x+1x-3

(2x^2-6x) + (1x-3)

2x(x-3) + 1(x-3)

(2x+1)(x-3)

Therefore, the full factorization is

x(2x+1)(x-3)

which shows we have the dimensions of x, (2x+1) and (x-3). The order doesn't matter so we could easily have (2x+1) the length and (x-3) the width, or we could have it the other way around.

You can verify that (2x+1)(x-3) expands out to 2x^2-5x-3 using either the FOIL method or the box method.

Step-by-step explanation:

Let "c" be the original number of classrooms.

The 1200/c was the original number of students per classroom.

----

Equation:

1200/(c-4) = (1200/c)+10

Multiply thru by c(c-4)

---

1200c = 1200(c-4)+10c(c-4)

---

1200c = 1200c-4800 + 10c^2-40c

----

10c^2-40c-4800 = 0

c^2-4c-480 = 0

Factor:

(c-24)(c+20) = 0

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Positive solution:

c = 24 (# of classrooms originaly planned)

Answer:

2 dashes to the left

Step-by-step explanation:

just plot a point two dashes to the left

Answer:

Step-by-step explanation:

2 1/2

Answer:

k < 3  should do it

Step-by-step explanation:

Answer: (2,4)

Step-by-step explanation:

Vertex

|0-2| = 0

|-2| = 0

The graph is shifted 4 units up so therefore (2,4) is the vertex

Answer:

1.375 decimal to fraction.

2/7 Fraction to Decimal

Step-by-step explanation:

Answer:

Factors of 20 and 10: P ∪ Q

Factors of 20 but not 10: U ∩ (P ∪ Q)c

Neither factors of 20 or 10: (P ∪ Q)c

Answer:

120

Step-by-step explanation:

5x6 = 30

30x4= 120

Answer: $2.67

Step-by-step explanation:

$8.90 - $6.23 = $2.67

Brainliest? Im just trying to get to a higher rank

Answer:

Step-by-step explanation:

Look at the picture.

(x, y)

left 1 unit: (5 - 1 = 4)

up 1 unit: (0 + 1 = 1)

Answer:

2.5 feet for each bow

Step-by-step explanation:

15/6= 2.5

Answer:

i haven't done this in years but i'm pretty sure -19 meters

Step-by-step explanation:

Answer:

Step-by-step explanation:

tanθ = opp/adj

θ = arctan(1.5 / 4)

θ  = 20.55604521958346...

θ = 20.6°

Answer

20.56

Step-by-step explanation:

tan∅=opposite/adjacent

=1.5÷4

=0.375

then to get ∅ find the tan inverse of 0.375 you'll get 20.55604...

put it in two decimal point...20.56°

Answer:

x=3/2 Espero que esto te ayude

Answer:

x=3/2

hope this helps mate

Answer:

[tex] - \frac{2}{3} [/tex]

Step-by-step explanation:

Pick two points on the graph: (4, -5) and (1, -3)

[tex]\boxed{ slope = \frac{y _{1} - y_2 }{x_1 - x_2} }[/tex]

Slope

[tex] = \frac{ - 5 - ( - 3)}{4 - 1} [/tex]

[tex] = \frac{ - 5 + 3}{3} [/tex]

[tex] = - \frac{2}{3} [/tex]

Answer:

c:(-2)-(-10)

Step-by-step explanation:

When two minus symbols are next to each other in an expression, they become a plus sign.

a: 10-(-2)

   10+2

     12

b: (-10)-(-2)

     -10+2

        -8

c: (-2)-(-10)

     -2+10

        8

d: (-2)-10

      -12

C.

-2 - -10= 8

The negative stays the same. The two dashes in between 2 and 10 become pluses.

10 - 2 = 8

The bigger number positive or negative is the dominant passing down their + or - to the value.

Answer:

Every eight weeks, James skis 64 miles and swims 96 miles.

Step-by-step explanation:

12×8=96

8×8=64

Explanation:

(I). 5/6 (4X+8) = (3/8) X - (1/4)

→ [{5(4X) + 5(8)}/6] = (3/8)X - (1/4)

→ [{20X + 40}/6] = (3/8)X - (1/4)

→ [{(20X/6) + (40/6) = (3/7)X - (1/4)

Now,

shift all variables fraction on LHS and constant fraction on RHS.

→ [(20X/6) - (3X/7)]= -(1/4) - (40/6)

Take the LCM of LHS denominator of 6&7 is 42.

→ [(140X - 18X)/42] = -(1/4)-(40/6)

→ [(122X)/42] = -(1/4)-(40/6)

Again take the LCM of the denominator in RHS i.e 4&6 is 12.

→ [(122X)/42] = (-12 - 80)/4

→ [(122X)/42] = (-92)/4

By doing Cross multiply the fraction, we get

→ 4(122X) = 42(-92)

→ 488X = -3 864

→ X = -3 864÷488

Therefore, X = -3864/488

Answer: Hence, the value of X for the given problem is -3864:488.

Explanation:

ii)Given algebraic equation is: 5(3p-5)+4p=5p-6(p+4)

→ 15p - 25 + 4p = 5p - 6p + 24

Shift all variables in LHS and constant on RHS.

→ 15p + 4p +6p = 25+24

→ 19p + 6p = 49

→ 25p = 49

Shift the number 25 from LHS to RHS.

Therefore, p = 49/25.

Answer: Hence, the value of P for the given algebraic equation is 49/25.

Answer:

b part 20 t or i think c part 2t +6

193/42

Answer:

The answer is b

Step-by-step explanation:

Answer: 12° can be a possible angle of rotational symmetry

Answer:

49

Step-by-step explanation:

3x + 34

x = 5

3 * 5 + 34

15 + 34

49

Answer:

i guess it's will be C

Step-by-step explanation: