P(A)=25,P(B|A)=920,P(A∩B)=?

Answer:

Option 5th is correct

[tex]35x+120y = 500[/tex]

Step-by-step explanation:

Here, x represents only the clients that got a cut and y represent the clients that got a cut and color combo.

As per the statement:

Earyn owns French Twist Hair Salon. She charges $35 for a cut an $120 for a cut and color combo.

" Charges $35 for a cut" translated to 35x

"$120 for a cut and color combo" translated to 120y

It is also given that yesterday she had seven clients and earned $500.

⇒[tex]35x+120y = 500[/tex]

therefore, an  equations could be used to represent this situation is, [tex]35x+120y = 500[/tex]

Answer:

Step-by-step explanation:

It’s A

There are two correct answers which are not techniques used in geometric constructions with paper folding and these are:

A. Creating arcs and circles work the compass

C. Measuring lengths of line segments by folding the paper and matching the endpoints

In geometric folding, a straight line becomes a crease or a fold. This is achieved by a person by folding a piece of paper and flattening the crease rather than drawing lines to make a guide. Therefore this means that shapes like arcs, curves, circles by using the compass, and measurement of line segments are not used. However, constructions using compass have a long history in Euclidean geometry.

The following are not techniques used in geometric constructions with paper folding:

A. Creating arcs and circles with the compass.

C. Measuring lengths.

A geometric construction can be defined as a process that is used to draw angles, lines, and other geometric figures (shapes), especially through the use of only a compass and straightedge such as a ruler without measurements.

In Geometry, the techniques that should be used in geometric constructions with paper folding include the following:

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The volume of cone is 37,680 cubic inch.

Space is used by every three-dimensional object. This space is estimated concerning its volume. The volume of an object in three-dimensional space is the amount of space it occupies within its boundaries. The capacity of the object is another name for it.

An object's volume can help us figure out how much water is needed to fill it, like how much water is needed to fill a bottle, aquarium, or water tank.

Given radius of cone = r  = 30 inch

slant height = l = 50 inch

volume of cone = V = 1/3πr²h

relation between height, radius, and slant height is given by

l² = h² + r²

where l = slant height, h = height and r = radius

h = [tex]\sqrt{l^{2} - r^{2} }[/tex]

h = [tex]\sqrt{50^{2} - 30^{2} }[/tex]

h = √1600 = 40 inch

V = 1/3πr²h = 1/3π × (30)² × 40

V = (3.14 × 900 × 40)/3

V = 37,680 cubic inch

Hence the volume is 37,680 cubic inch.

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Answer:21 weeks and 6 days

Step-by-step explanation:

lol im late its 2021

To make the expression x + 108 equal to x, subtract 108 from both sides of the equation.

To make the expression x + 108 equal to x, we need to subtract 108 from both sides of the equation. This will give us:

x + 108 - 108 = x - 108

Simplifying the equation, we get:

x = x - 108

However, if we are not solving an equation and simply need to simplify the expression x + 108 to make it equal to x, then the answer is that nothing can be done. The expression cannot be simplified to make it equal to x without additional information or context.

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Final answer:

A function that describes a student's distance from the finish line in a 3-km race, running 1 km every 2 minutes, is a linear function represented by the formula f(t) = 3 - 0.5t, where t is time in minutes. This function shows a direct and proportional decrease in distance as time progresses.

Explanation:

The question asks for a function that describes the student's distance from the finish line in a 3-kilometer race, given that they run at a constant pace of 1 kilometer every 2 minutes. To find this function, we can use the concept of a linear relationship between time and distance.

Since the student is 3 kilometers away from the finish line at the start and runs 1 kilometer every 2 minutes, we can set up the function f(t) = 3 - 0.5t, where t represents time in minutes. This function decreases linearly because for every increase of 2 minutes in time, the distance from the finish line decreases by 1 kilometer. After 6 minutes, the function will read f(6) = 0, indicating that the student has reached the finish line.

An example will make this clear: After 4 minutes, the student has run 2 kilometers (since 4 minutes is twice 2 minutes, and the student runs 1 kilometer every 2 minutes), so his distance from the finish line is 3 km - 2 km = 1 km. We use f(t) = 3 - 0.5t and substitute t = 4 to get f(4) = 3 - 0.5(4) = 1 kilometer from the finish line.

The required length of the diagonal of a cube with a side length of 5 cm is approximately 8.7 cm.

A diagonal is a straight line that connects two non-adjacent corners of a polygon, such as a square, rectangle, or any other shape with four or more sides. For a given quesiton, the diagonal of a cube with side length s is given by the formula d = s√3.

Here,

As mentioned in the question, we have given a cube with a length of its side is 5 cm.

We know that the diagonal of a cube with side length s is given by the formula d = s√3.
Substituting s=5 into this formula, we get:

d = s√3.

d = 5√3

Rounding to the nearest tenth, we get d = 8.7 cm.

Therefore, the length of the diagonal of a cube with a side length of 5 cm is approximately 8.7 cm.

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First let us assign the three positive integers to be x, y, and z.

From the given problem statement, we know that:

(1/x) + (1/y) + (1/z) = 1

Without loss of generality we can assume x < y < z.

We know that:

1 = (1/3) + (1/3) + (1/3)

Where x = y = z = 3 would be a solution

However this could not be true because x, y, and z must all be  different integers.  And x, y, and z cannot all be 3 or bigger than 3 because the sum would then be less than 1.  So let us say that x is a denominator that is less than 3.   So x = 2, and we have:

(1/2) + (1/y) + (1/z) = 1

Therefore

(1/y) + (1/z) = 1/2

We  also know that:

(1/4) + (1/4) = (1/2)

and y = z = 4 would be a solution, however this is also not true because y and z must also be different. And y and z cannot be larger than 4,  so y=3, therefore

(1/2) + (1/3) + (1/z) = 1

Now we are left by 1 variable so we calculate for z. Multiply both sides by 6z:

3z + 2z + 6 = 6z

z = 6

Therefore:

(1/2) + (1/3) + (1/6) = 1

so {x,y,z}={2,3,6} 

Final answer:

The product of Melissa's integers is 120.

Explanation:

The product of Melissa's integers is 120.

Let the integers be a, b, and c.

According to the given information, 1/a + 1/b + 1/c = 1.

By finding common denominators and simplifying, you can determine that a * b * c = 120.

Answer:

The diagonals of a kite bisect each other

Step-by-step explanation:

Let analyse all possible answer:

a. The diagonals of a parallelogram bisect each other

True, it is one of the properties of a parallelogram

b. The diagonals of a rhombus bisect each other

True, In any rhombus, the diagonals (lines linking opposite corners) bisect each other at right angles (90°). That is, each diagonal cuts the other into two equal parts, and the angle where they cross is always 90 degrees.

c. The diagonals of a square bisect each other.

True, it is one of the properties of a square

d. The diagonals of a kite bisect each other

Wrong, because we do not know what shape of the kite is, it can have a really strange shape that we can not identify where the diagonals are as you can see in the attached photo.  

Answer:

Option D. [tex]-(4x-3)(5x-2)[/tex]

Step-by-step explanation:

we have

[tex]f(x)=-20x^{2}+23x-6[/tex]

Equate the function to zero

[tex]-20x^{2}+23x-6=0[/tex]

Group terms that contain the same variable, and move the constant to the opposite side of the equation

[tex]-20x^{2}+23x=6[/tex]

Factor the leading coefficient

[tex]-20(x^{2}-(23/20)x)=6[/tex]

Complete the square. Remember to balance the equation by adding the same constants to each side

[tex]-20(x^{2}-(23/20)x+(529/1,600))=6-(529/80)[/tex]

[tex]-20(x^{2}-(23/20)x+(529/1,600))=-(49/80)[/tex]

[tex](x^{2}-(23/20)x+(529/1,600))=(49/1,600)[/tex]

Rewrite as perfect squares

[tex](x-(23/40))^{2}=(49/1,600)[/tex]

[tex](x-(23/40))=(+/-)(7/40)[/tex]

[tex]x=(23/40)(+/-)(7/40)[/tex]

[tex]x=(23/40)(+)(7/40)=30/40=3/4[/tex]

[tex]x=(23/40)(-)(7/40)=16/40=2/5[/tex]

therefore

[tex]-20x^{2}+23x-6=-20(x-(3/4))(x-(2/5))[/tex]

[tex]-20x^{2}+23x-6=-(5)(4)(x-(3/4))(x-(2/5))[/tex]

[tex]-20x^{2}+23x-6=-(4x-3)(5x-2)[/tex]

there is 1 gram per 1 milliliter so just divide them

5200/583.1 = 8.91785

you don't say if it needs to be rounded to a certain amount

 so since the mL has one decimal place

 round to 8.9mL

The graph of the inequality 12 - 2x < 16 is represented by an open circle at -2 on a number line, with shading to the right, indicating all values greater than -2.

To describe the graph representing the inequality 12 - 2x < 16, we first need to solve for x. Subtracting 12 from both sides of the inequality, we get -2x < 4. Dividing both sides by -2 (and remembering to flip the inequality symbol when dividing by a negative), we have x > -2.

Graphically, this is represented on a number line with an open circle at -2 and a shaded area to the right of -2, indicating that x can be any number greater than -2.

Answer:  The midpoint of the points A(-4, 2) and B(8, 5) is M(2, 3.5).

Step-by-step explanation:  We are given to find the midpoint of the points A(-4, 2) and B(8, 5).

We know that

the co-ordinates of the midpoint of the points (a, b) and (c, d) are given by

[tex]M=\left(\dfrac{a+c}{2},\dfrac{b+d}{2}\right).[/tex]

Therefore, the co-ordinates of the midpoint of the points (-4, 2) and B(8, 5) will be

[tex]M=\left(\dfrac{-4+8}{2},\dfrac{2+5}{2}\right)=\left(\dfrac{4}{2},\dfrac{7}{2}\right)=(2,3.5).[/tex]

Thus, the midpoint of the points A(-4, 2) and B(8, 5) is M(2, 3.5).

Final answer:

The probability of selecting a girl, then a boy, and then another girl from a class with 5 girls and 5 boys is 10.42%.

Explanation:

The probability of a specific sequence of students being selected in a random draw can be calculated by multiplying the probabilities of each event occurring in succession. Since there are five boys and five girls in the class, the probability of drawing a girl first is 5/10, or 1/2. After drawing one girl, there are now four girls and five boys left, so the probability of drawing a boy second is 5/9. Finally, with one girl and one boy already picked, there are three girls and four boys left, making the probability of drawing a girl third 3/8.

To find the overall probability, we multiply these individual probabilities:

Probability = (First girl drawn) × (Second boy drawn) × (Third girl drawn)
Probability = (1/2) × (5/9) × (3/8)
Probability = (1 × 5 × 3) / (2 × 9 × 8)
Probability = 15 / 144
Probability = 0.1042 or about 10.42%

Final answer:

The probability of the teacher randomly selecting a girl, a boy, and another girl from a class of 5 boys and 5 girls is 5/6.

Explanation:

To find the probability of the teacher randomly selecting three different students, we need to consider the number of possible outcomes and the number of favorable outcomes. In this case, there are 10 students to choose from and the teacher needs to select one girl, one boy, and another girl. To calculate the probability, we divide the number of favorable outcomes by the number of possible outcomes.

The number of favorable outcomes is 5 for the first girl, 5 for the boy, and 4 for the second girl (since the first girl has already been selected). So the total number of favorable outcomes is 5 x 5 x 4 = 100.

The number of possible outcomes is the total number of ways to choose 3 students from the 10 available. This can be calculated using the combination formula: C(10, 3) = 10! / (3!(10-3)!) = 120.

Therefore, the probability of selecting a girl, a boy, and another girl is 100/120 = 5/6.