a grab bag contains 2 football cards and 8 basketball cards. an experiment consists of taking one card out of the bag, replacing it, and then selecting another card. what is the probability of selecting a football card and then a basketball card? express your answer as a decimal.

Answer:

432 square feet

Step-by-step explanation:

12x+8x+4=84

20x=80

x=4

6(4)=24

4(4)+2=18

24 x 18 = 432

By algebra properties, the values of x for each equation are listed below:

Case A: x = 0

Case B: x = 0

Case C: x = 1.584 or x = 1

Case D: x = 1.262 or x = - 0.631

Case E: x = 0.569

Case F: x = 2 or x = 1.322

In this problem we find six cases of equations containing exponential expressions where the value of x must be found. This can be done by means of algebra properties:

Case A

2²ˣ - 2 ˣ⁺¹ + 1 = 0

(2ˣ)² - 2 · 2ˣ + 1 = 0

u² - 2 · u + 1 = 0

(u - 1)² = 0

u = 1

2ˣ = 1

x · ㏒₂ 2 = ㏒₂ 1

x = ㏒₂ 1

x = 0

Case B

3²ˣ - 3ˣ = 0

(3ˣ)² - 3ˣ = 0

3ˣ · (3ˣ - 1) = 0

3ˣ - 1 = 0

3ˣ = 1

x = 0

Case C

2²ˣ - 5 · 2ˣ + 6 = 0

(2ˣ)² - 5 · 2ˣ + 6 = 0

u² - 5 · u + 6 = 0

(u - 3) · (u - 2) = 0

u = 3 or u = 2

2ˣ = 3 or 2ˣ = 2

x = ㏒₂ 3 or x = 1

x = 1.584 or x = 1

Case D

2 · (3²ˣ) - 9 · 3ˣ + 4 = 0

2 · u² - 9 · u + 4 = 0

2 · [u² - (9 / 2) · u + 2] = 0

2 · (u - 4) · (u - 1 / 2) = 0

u = 4 or u = 1 / 2

3ˣ = 4 or 3ˣ = 1 / 2

x = ㏒₃ 4 or x = ㏒₃ (1 / 2)

x = 1.262 or x = - 0.631

Case E

6 · (5²ˣ) - 11 · 5ˣ - 10 = 0

6 · u² - 11 · u - 10 = 0

6 · [u² - (11 / 6) · u - 5 / 3] = 0

6 · (u - 2.5) · (u + 0.667)

u = 2.5 or u = - 0.667

x = 0.569

Case F

2²ˣ⁺¹ - 13 · 2ˣ + 20 = 0

2 · (2ˣ)² - 13 · 2ˣ + 20 = 0

2 · u² - 13 · u + 20 = 0

2 · [u² - (13 / 2) · u + 10] = 0

2 · (u - 4) · (u - 5 / 2) = 0

u = 4 or u = 5 / 2

2ˣ = 4 or 2ˣ = 5 / 2

x = 2 or x = 1.322

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Using the hypothesis test, the p-value is greater than the significance level, we fail to reject the null hypothesis. There is not enough evidence to suggest that a headed mannequin is more effective in selling clothing.

To perform a hypothesis test to determine if a headed mannequin is more effective in selling clothing, we can use a two-sample proportion test.

Let p1 be the proportion of women who would purchase the dress when presented on a mannequin with a head, and p2 be the proportion of women who would purchase the dress when presented on a headless mannequin.

The null hypothesis is that there is no difference between the two proportions, i.e. p1 = p2, and the alternative hypothesis is that p1 > p2 since we want to test if the headed mannequin is more effective.

We can use a significance level of 0.05. Using the given data, we calculate the test statistic as:

z = (p1 - p2) / √(p × (1-p) × (1/n1 + 1/n2))

where p = (x1 + x2) / (n1 + n2), x1 = 18, x2 = 12, n1 = 50, and n2 = 45.

The calculated z-value is approximately 1.02.

Using a standard normal distribution table, we find the p-value to be approximately 0.155.

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The hypothesis can be accepted or rejected based on the results of the experiment.

A good hypothesis from the given group of answer choices can be accepted or rejected. It is important for a hypothesis to be testable and falsifiable, which means that it should be possible to support or disprove it through experimentation or observation.

A control is necessary in experiments to compare the results and determine if the independent variable has an effect on the dependent variable.

Repeated experimentation is essential to ensure the validity and reliability of the results obtained.

Therefore, the correct answer is none of the above.
A hypothesis is an educated guess or a proposed explanation for an observation or a scientific problem.

In order to be considered a good hypothesis, it should have the following characteristics:
1. Testable and falsifiable: A good hypothesis should be possible to test through experimentation, observation, or other scientific methods. This means that it should be possible to gather evidence that either supports or disproves the hypothesis.
2. Clearly stated: A good hypothesis should be stated clearly and concisely, so that it is easy to understand what is being proposed and what the expected outcome is.
3. Based on existing knowledge: A good hypothesis should be based on existing knowledge and previous research. This means that it should be grounded in known facts, theories, or observations.
4. Specific: A good hypothesis should be specific in its predictions, making it easier to test and providing clearer results.
In conclusion, a good hypothesis can be accepted or rejected, should be testable and falsifiable, requires a control, and requires repeated experimentation to ensure the reliability and validity of the results.

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Answer:

e^2 = x, so ln(e^2) = ln x

ln x = 2

The components of force F1 are F1x = 0N (along the x-axis) and F1y = -10N (along the y-axis).

To determine the components of the two forces acting upon an object with F1 = 10N at a 270° angle with the positive x-axis,

follow these steps:
Step 1: Convert the angle to a standard position
Since the angle is given in degrees and with respect to the positive x-axis, it is already in the standard position.

Step 2: Find the x and y components of F1
To find the components of F1, we'll use trigonometry.

At 270°, the force is pointing straight down along the negative y-axis.

So, the x-component (F1x) is 0, and the y-component (F1y) is -10N.
F1x = F1 * cos(270°) = 10N * 0 = 0N
F1y = F1 * sin(270°) = 10N * (-1) = -10N.

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The number of tiles used in the deck is 525. This can be answered by the concept of arithmetic sequence.

Let x be the number of tiles in each row in the arithmetic sequence. Then, the sum of the number of tiles in all 16 rows can be expressed as the sum of an arithmetic series:

S = (n/2)(a + l),

where n is the number of terms, a is the first term, and l is the last term. In this case, n = 16, a = 15, l = 30, and x is the common difference, which can be found by using the formula:

x = (l - a) / (n - 1)

Substituting the values given, we get x = 1.25. Therefore,

S = (16/2)(15 + 30) = 525.

Therefore, the total number of tiles used in the deck is 525.

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Answer:

(x + 1)^2 + (y + 6)^2 = 25.

Step-by-step explanation:

Let's call the price of the motorcycle "x".

We know that Lenny paid 12.5% in tax, which is the same as 0.125 as a decimal.

To find out how much tax Lenny paid, we can multiply the price of the motorcycle by 0.125:

0.125x = $1437.50

Now we can solve for x by dividing both sides by 0.125:

x = $11,500

Therefore, the price of the motorcycle, not including tax, was $11,500.

Answer:

Your question is:

1437.5 is 12.5% of what number?

1437.5 = 0.125x

x = 1437.5/.125 = $11,500

Therefore, the answer is $11,500!

Step-by-step explanation:

Please brainliest if the helped you a lot! And tell me if I am wrong! I would be so sorry if it was wrong! :D

The length of side WX is 2.61 units

Trigonometric ratios are mathematical relationships that describe the proportions between the sides of a right triangle. There are three main trigonometric ratios: sine, cosine, and tangent.

Cosine (cos) is defined as the ratio of the length of the side adjacent to the angle to the length of the hypotenuse of the right triangle. It is expressed as cosθ = adjacent/hypotenuse.

Here we have

The triangle XYW is right-angled

Where Hypotenues WY = 4

The measure of angle W = 49°

From triangonometric ratios  

Cos θ = Adjacent/Hypotenuse.

Cos 49° = WX/4

0.6561 = WX/4      [ Since Cos 49° = 0.6561 ]

=> WX = 4(0.6561)

=> WX =  2.6244

=> WX = 2.61  
     

Therefore,

The length of side WX is 2.61 units

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The probability of tossing two dice and showing at least a 4 or the sum of dice is precisely 7 is 5/12 or approximately 0.417.

To find the probability of tossing two dice and showing at least a 4 or the sum of dice is precisely 7, we need to add the probabilities of these two events happening.

The probability of rolling at least a 4 on one die is 3/6, or 1/2 because there are three ways to roll a number greater than or equal to 4 (4, 5, or 6) out of six possible outcomes. The probability of rolling at least a 4 on both dice is the product of the probabilities of rolling at least a 4 on each die, which is (1/2) x (1/2) = 1/4.

The probability of rolling a sum of 7 on two dice is 6/36, or 1/6 because there are six possible ways to roll a sum of 7 (1+6, 2+5, 3+4, 4+3, 5+2, or 6+1) out of 36 possible outcomes.

To find the probability of rolling at least a 4 or a sum of 7, we need to subtract the probability of rolling both from the total probability of rolling either. The total probability of rolling at least a 4 or a sum of 7 is the sum of their probabilities minus the probability of rolling both, which is:

(1/2) + (1/6) - (1/4) = 5/12

Therefore, the probability of tossing two dice and showing at least a 4 or the sum of dice is precisely 7 is 5/12 or approximately 0.417.

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Answer: x=9

Step-by-step explanation:

2x-3=6+x

Add similar variables.

2x-3=6+x

   +3     +3

2x=9+x

-x     -x

x=9

Hope this helped!

Answer:

x=9

Step-by-step explanation:

primero, tomas y restas x de ambos lados.

2x-3=6+x

-x. - x

eso te deja con x-3=6. luego sumas 3 a ambos lados

x-3=6

+3. +3

eso te deja con x=9

Answer:

Let's call the number of nuts "n", the number of bolts "b", and the number of screws "s".

From the problem, we know:

s = 3n (Since there are 3 times as many screws as nuts)

b = n + 32 (Since there are 32 more bolts than nuts)

n + s + b = 782 (Since the total number of nuts, screws, and bolts is 782)

Now we can use substitution to solve for one of the variables in terms of the others. Let's solve for "n":

n + 3n + (n + 32) = 782

5n + 32 = 782

5n = 750

n = 150

Now we know there are 150 nuts. We can use this information to find the number of bolts:

b = n + 32

b = 150 + 32

b = 182

Finally, we can use the information we have about the screws to find their number:

s = 3n

s = 3(150)

s = 450

Therefore, there are 450 screws in the box.

answer 1646

let nuts be-782

screw=3X nuts

bolts = 32 X nuts

Screw=3x782=1646

hope this helps

The value of the expression 9 + (20 x one-fourth) – 6 ÷ 2  is 11.

What is PEMDAS?

PEMDAS stands for Parentheses, Exponents, Multiplication and Division (from left to right), and Addition and Subtraction (from left to right). It is a mnemonic or acronym used to remember the order of operations when simplifying mathematical expressions.

Using PEMDAS (Order of Operations), we perform the operations in the following order:

Parentheses

Exponents

Multiplication and Division (from left to right)

Addition and Subtraction (from left to right)

Applying this to the given expression:

9 + (20 x one-fourth) – 6 ÷ 2

= 9 + (20 x 0.25) - 3 [simplify division first: 6 ÷ 2 = 3]

= 9 + 5 - 3 [simplify multiplication: 20 x 0.25 = 5]

= 11 [simplify addition and subtraction from left to right]

Therefore, the value of the expression is 11.

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The percentage error between the estimated age and the carbon-14 dating age of the fossil is 12.5% and an estimated age of approximately 2978 years would give the same percent error of 12.5%.

What is the definition of percentage?

Percentage is a way of expressing a fraction or proportion as a part of 100. It is denoted by the symbol "%". The term "percent" means "per hundred". For example, if 50% of a group of people are men, it means that 50 out of every 100 people in the group are men.

Now,

a). To find the percent error between the estimated age and the carbon-14 dating age of the fossil, we can use the formula:

percent error = |(estimated age - carbon-14 dating age) / estimated age| x 100%

Substituting the given values, we get:

percent error = |(3200 - 3600) / 3200| x 100%

= |-400 / 3200| x 100%

= 12.5%

Therefore, the percent error between the estimated age and the carbon-14 dating age of the fossil is 12.5%.

b). To find other estimates that give the same percent error, we can use the formula:

percent error = |(estimated age - carbon-14 dating age) / estimated age| x 100%

If we let x be the estimated age that gives the same percent error, then we can write:

12.5% = |(x - 3600) / x| x 100%

Simplifying, we get:

0.125 = |(x - 3600) / x|

Taking the positive square root of both sides (since percent error cannot be negative), we get:

√0.125 = (x - 3600) / x

Simplifying, we get:

x = 3600 / (1 - √0.125)

x ≈ 2978

Therefore, an estimated age of approximately 2978 years would give the same percent error of 12.5% as the original estimated age of 3200 years. This means that if the fossil were actually 2978 years old, the carbon-14 dating would have given an age estimate of approximately 3299 years, which is 12.5% higher than the true age.

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The x-intercept is (12, 0) and the y-intercept is (0, 12/7) or (0, 1 5/7) in mixed number form.

What are the intercepts?

Intercepts are the points where the graph intersects either the x-axis or the y-axis. The x-intercept is the point where the graph intersects the x-axis, which means the y-coordinate of the point is 0. The y-intercept is the point where the graph intersects the y-axis, which means the x-coordinate of the point is 0. To find the intercepts of a function, you can set one of the variables (x or y) to 0 and solve for the other variable. The resulting point will be the intercept.

To find the x-intercept, we set y to zero and solve for x:

x + 7(0) = 12

x = 12

So the x-intercept is (12, 0).

To find the y-intercept, we set x to zero and solve for y:

0 + 7y = 12

y = 12/7

So the y-intercept is (0, 12/7) or (0, 1 5/7) in mixed number form.

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The polynomial that represents the profit is P(x) = 6x^2z + 8x^2 + 18xz + 24x + 12z + 16.To find the polynomial that represents the profit P(x), we need to multiply the revenue polynomial R(x) by the cost polynomial C(z). We can set up the multiplication as:

P(x) = R(x) * C(z)

P(x) = (2x^2 + 6x + 4) * (3z + 4)

Using the distributive property, we can multiply each term of the first polynomial by each term of the second polynomial:

P(x) = (2x^2 * 3z) + (2x^2 * 4) + (6x * 3z) + (6x * 4) + (4 * 3z) + (4 * 4)

Simplifying each term, we get:

P(x) = 6x^2z + 8x^2 + 18xz + 24x + 12z + 16

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The coordinates of the point that divides the line segment directed from A to B in the ratio of 1:4 is  (8/5, (16 + 8j)/5).

We can use the ratio formula for finding the coordinates of the point that divides the line segment AB in the ratio of 1:4:

Let the coordinates of the point dividing the line segment AB be (x, y). Then:

x = (41 + 14)/5 = 8/5

y = (44 + 42j)/5 = (16 + 8j)/5

Therefore, the coordinates of the point that divides the line segment AB in the ratio of 1:4 are (8/5, (16 + 8j)/5).

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Answer:

[tex]y = - \frac{7}{5} x + 59[/tex]

So, the equation of the given curve is a circle centered at (-13, 13) with a radius of 3. Therefore, the correct option is:

[tex](x + 13) ^ 2 + (y - 13) ^ 2 = 9[/tex].

An equation is a mathematical statement that shows the equality between two expressions, typically separated by an equal's sign (=). Equations are used to represent a wide range of mathematical and scientific relationships, such as physical laws, chemical reactions, and statistical models. The expressions on either side of the equals sign can contain variables, constants, and mathematical operations, and solving the equation involves finding the value or values of the variables that make the equation true. Equations can take many forms, including linear equations, quadratic equations, trigonometric equations, and differential equations, among others.

To determine which option is correct, we can try to convert the given equation to the standard form of the equation of a circle, which is:

[tex](x - h)^2 + (y - k)^2 = r^2[/tex]

where (h, k) is the center of the circle and r is the radius.

We can complete the square for the given equation by adding and subtracting appropriate constants:

[tex]x^2 + 26x + y^2 - 26y + 329 = 0[/tex]

[tex](x^2 + 26x + 169) + (y^2 - 26y + 169) = -329 + 2(169)[/tex]

[tex](x + 13)^2 + (y - 13)^2 = 9[/tex]

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Answer:

A line's angle of slope between two points is (5, -4).

Step-by-step explanation:

Explanations are given in attachment!

Accοrding tο the ratiοs, there are 108 dandeliοns in the garden.

A ratiο is a cοmparisοn οf twο quantities οr values, οften expressed as a fractiοn. Ratiοs can be used tο express the relatiοnship between twο οr mοre quantities.

We can use the ratiο οf dandeliοns tο peοnies tο find the number οf dandeliοns when we knοw the number οf peοnies.

The ratiο οf dandeliοns tο peοnies is 12 tο 5, which means that fοr every 12 dandeliοns, there are 5 peοnies.

We knοw that there are 45 peοnies in the garden, sο we can set up a prοpοrtiοn tο find the number οf dandeliοns:

12/5 = x/45

Tο sοlve fοr x, we can crοss-multiply and simplify:

12*45 = 5x

540 = 5x

x = 108

Therefοre, there are 108 dandeliοns in the garden.

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The five number summary for Mrs. Tinney's class is: 0, 72, 85, 96.5, 100. Tinney's class has a smaller IQR. We would need to look at a histogram or box and whisker plot to confirm these conjectures.

The median is a statistical measure that represents the middle value of a dataset. It is the value that separates the lower half of the dataset from the upper half. To find the median, the data must be arranged in order from smallest to largest, and then the middle value is identified.

If the dataset contains an odd number of values, then the median is the middle value. For example, if the dataset is {2, 4, 6, 7, 9}, then the median is 6, which is the middle value.

If the dataset contains an even number of values, then the median is the average of the two middle values. For example, if the dataset is {2, 4, 6, 7, 9, 10}, then the median is (6+7)/2 = 6.5, which is the average of the two middle values, 6 and 7.

To find the five number summary for Mrs. Tinney's class, we first need to order the scores from least to greatest:

0, 16, 72, 78, 80, 85, 88, 95, 98, 100

The minimum score is 0 and the maximum score is 100.

The median is the middle score, which is 85.

To find the first quartile, we split the scores into two halves at the median and find the median of the lower half:

0, 16, 72, 78, 80

The median of the lower half is 72.

To find the third quartile, we find the median of the upper half:

88, 95, 98, 100

The median of the upper half is 96.5.

Therefore, the five number summary for Mrs. Tinney's class is: 0, 72, 85, 96.5, 100.

To compare the consistency of the two classes, we can look at the interquartile ranges (IQRs), which give the range of scores that contain the middle 50% of the data. The IQR for Mrs. Tinney's class is 96.5 - 72 = 24.5, while the IQR for Mrs. Aguiar's class is 90 - 50 = 40. Mrs. Tinney's class has a smaller IQR, which means that their scores are more consistent.

The means for the two classes suggest that the data may not be symmetric. If the data were symmetric, we would expect the means to be roughly in the middle of the data set. However, the mean for Mrs. Aguiar's class is closer to the upper end of the data set, which suggests that the data may be skewed to the right. The mean for Mrs. Tinney's class is closer to the lower end of the data set, which suggests that the data may be skewed to the left. However, we would need to look at a histogram or box and whisker plot to confirm these conjectures.

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Answer: 5/13

Step-by-step explanation: i did this IXL and got it right

Answer:

18

Step-by-step explanation:

remember parenthesis, always first then left to right so 6/2 is 3 +8 is 11 the x 22 is 22 then - 4 is 18 so your answer is 18

The value of the coin when Consuello originally purchased it was $9.74.

What is the value of coin?

The given equation is y = 2x + 9.74, where x represents the number of years that Consuello has owned the coin and y represents the total value of the coin in dollars.

To find the value of the coin when Consuello originally purchased it, we need to find the value of y when x = 0.

Substituting x = 0 in the equation, we get:

y = 2(0) + 9.74

y = 0 + 9.74

y = 9.74

Therefore, the value of the coin when Consuello originally purchased it was $9.74.

What is coin?

A coin is a small, flat, round piece of metal or other material used as money to buy goods and services. It is typically issued by a government or other authority as legal tender and has a fixed value that is recognized within a specific country or region. Coins can be made from various metals, such as copper, nickel, silver, and gold, and often feature engravings or other designs that are intended to make them difficult to counterfeit.

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With a price of $1.25, 7,500 goods would be sold and a profit of $3,635 would be made. This price would maximize profit.

Profit in economics is the difference between an economic entity's revenue from outputs and all of its input costs.

It is equivalent to total income less total expenses, which includes both direct and indirect expenses.

Establishing sales methods and capturing your clients' interest requires first analyzing how profitable your goods and services are.

So, since you need to sell a certain number of items to maximize your profit, setting the price at $ 1.50 will enable you to sell 5000 items, and lowering the price by $10 will enable you to sell an additional 1000 items.

Assuming your fixed costs total $ 2000 and the cost of production per item is $ 0.50, you must determine the price to set per item, the number of items sold, and the maximum profit.

(5000 x 1.50) - (5000 x 0.50) - 2000 = 3000

(6000 x 1.40) - (6000 x 0.50) - 2000 = 3400

(7000 x 1.30) - (7000 x 0.50) - 2000 = 3600

(8000 x 1.20) - (8000 x 0.50) - 2000 = 3600

(7500 x 1.25) - (7500 x 0.50) - 2000 = 3625

Therefore, with a price of $1.25, 7,500 goods would be sold and a profit of $3,635 would be made. This price would maximize profit.

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Correct question:
You want to sell a certain number n of items in order to maximize your profit. Market research tells you that if you set the price at $1.50, you will be able to sell 5000 items, and for every 10 cents you lower the price below $1.50 you will be able to sell another 1000 items. Suppose that your fixed costs (“start-up costs”) total $2000, and the per item cost of production (“marginal cost”) is $0.50.

Solve the above engineering problem using calculus.

Hints: Find the price to set per item and the number of items sold in order to maximize profit, and also determine the maximum profit you can get.

To achieve M3, you must present your work using coherent, logical development of principles/concepts in determining the maximum profit and use technical language accurately.

To achieve D1, you must evaluate the validity of your answer using the given data.

Step-by-step explanation:

Two rectangles  2   x  25 x 40

one rectangle      40 x 40

two triangles   (Area = 1/2 * base * height)

                                  2  x    1/2  * 40 * 15  

  Total = 4200 m^2