This is a modification of A7 - Quadratic Approximation. Create a Matlab function called myta which takes four arguments in the form myta(f,n,a,b). Heref is a function handle, n is a nonnegative integer, and a and b are real numbers. The Matlab function should find the nth Taylor Polynomial to f(x) at x = a and plug in x = b, then it should return the absolute value of the difference between this value and f(b). The the nth Taylor Polynomial to f (x) is the function g(x) = f(a) + f'(a)(x – a) += f'(a)(x – a)? + 1 1 f''(a)(x – a)3 + + f(n)(a)(x – a)". 1 3! n! 3 Here are some samples of input and output for you to test your code. When you submit your code the inputs will be different. Here vpa is being used to show lots of digits

The expression shows the height, in meters, of the sail is 2(sin 40°) (option A)

One way to approach this problem is to use the sine function.

We know that sin(40 degrees) is equal to the length of the side opposite angle 40 degrees divided by the length of the hypotenuse. In other words, sin(40 degrees) = b/c.

We want to find the length of the segment that drops from the top of the sail to side a, which we will call h.

This segment is the side adjacent to angle 40 degrees, so we can use the cosine function to relate it to the length of side b. Specifically, cos(40 degrees) = h/b. Solving for h, we get

h = 2 x sin(40 degrees) = 2(sin 40°)

Hence the option (A) is correct.

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After calculating, the value of the expression HCF(log²(2^18) + log²(4))(log²(32) + log²(216)) is: 3 log²2 (5 - 3 log 3)

We can start by simplifying the logarithmic expressions inside the parentheses:

log²(2^18) + log²(4) = (18 log 2)^2 + (2 log 2)^2 = 324 log²2 + 4 log²2 = 328 log²2

log²(32) + log²(216) = (5 log 2)^2 + (3 log 6)^2 = 25 log²2 + 27 log²3

Now, we can express the original expression as:

HCF(log²(2^18) + log²(4))(log²(32) + log²(216)) = HCF(328 log²2, 25 log²2 + 27 log²3)

To find the highest common factor of these two terms, we can factor out the common factor of log²2:

HCF(328 log²2, 25 log²2 + 27 log²3) = log²2 HCF(328, 25 + 27 log²3)

Now, we need to find the highest common factor of the two integers 328 and 25 + 27 log²3.

We can factor out 3 from 25 and 27, and then use the difference of squares formula to write:

25 + 27 log²3 = (5 + 3 log 3)(5 - 3 log 3)

So, the highest common factor of 328 and 25 + 27 log²3 is the product of the common factors, which is:

HCF(328, 25 + 27 log²3) = 3(5 - 3 log 3)

Therefore, the value of the expression HCF(log²(2^18) + log²(4))(log²(32) + log²(216)) is:

log²2 HCF(328, 25 + 27 log²3) = log²2 * 3(5 - 3 log 3) = 3 log²2 (5 - 3 log 3)

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Answer:153

Step-by-step explanation:

The area of a triangle is calculated by multiplying the base of the triangle by the height and dividing by 2. Therefore, the number of sides of the triangle is relevant to calculating its area.

Triangle is a three-sided polygon that is considered one of the most basic shapes in geometry. It is composed of three line segments that intersect at three points called vertices. The angles formed by the three line segments are the angles of the triangle. A triangle has three sides, three angles, and three vertices. Depending on the length of the sides and the angles, triangles can be classified as acute, right, or obtuse. Acute triangles have all three angles measuring less than 90 degrees, right triangles have one angle measuring 90 degrees, and obtuse triangles have one angle measuring more than 90 degrees. Triangles are also classified by their sides, such as equilateral, isosceles, and scalene. An equilateral triangle has three equal sides and three equal angles, an isosceles triangle has two equal sides and two equal angles, and a scalene triangle has three sides and three angles that are all different. Triangles are used in many areas of mathematics and are seen in many engineering structures and designs.

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The area of a triangle is calculated by multiplying the base of the triangle by the height and dividing by 2. Therefore, the number of sides of the triangle is relevant to calculating its area.

Triangle is a three-sided polygon that is considered one of the most basic shapes in geometry. It is composed of three line segments that intersect at three points called vertices. The angles formed by the three line segments are the angles of the triangle. A triangle has three sides, three angles, and three vertices. Depending on the length of the sides and the angles, triangles can be classified as acute, right, or obtuse. Acute triangles have all three angles measuring less than 90 degrees, right triangles have one angle measuring 90 degrees, and obtuse triangles have one angle measuring more than 90 degrees.

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Complete Question:
Place a checkmark by the situations that indicate area1 is a triangle.

Answer:

y=-17

Step-by-step explanation:

1-2(9)=1-18=-17

Answer: y = -17

Step-by-step explanation:

Using PEMDAS, you need to do the multiplication first. 2 times x is 18, because the value of x is 9. You will then get 1 - 18. This is -17, so y = -17. I hope that this helped! :)

Answer:

n(s) =52. n(f) = 12 n(h) = 13

p (f)= 13/52. p(f)= 12/52

The  dimensions of the rectangle is 1mm x 0.5mm.

The area of a sector of a circle can be calculated using the formula A = (1/2)*r2*θ,  

 where r is the radius of the circle and

θ is the angle of the sector.

Therefore, the area of the sector given in the question is A = (1/2)*r²*1, where r = 1.

Since the rectangle has the same area as the sector,

the area of the rectangle can be calculated as A = l*w,

 where l is the length and

w is the width.

This equation can be rearranged to give l = A/w,

 where A = (1/2) and w is the width.

Substituting the values for A and w into the equation gives l = (1/2) / w.

Since the width of the rectangle is the same as the radius of the circle,

w = 1.

Therefore, the length of the rectangle is l = (1/2), which gives the dimensions of the rectangle as 1mm x 0.5mm, rounded to the nearest millimeter.

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Hence, AA"B"Ccoordinates "'s in green are: A" (0, 0), B" (-4, -5), and C" (1, -4).

An illustration of data or mathematical functions is a graph. It is a method for presenting numerical data in a way that is simple to comprehend and interpret. A set of axes, one for each variable being represented, and one or more plots or lines that reflect the data or function being graphed are the main components of a graph. There are many distinct graph kinds, each of which is appropriate for displaying various sorts of data, including line graphs, bar graphs, scatter plots, and pie charts.

given

The axes cannot be identified because they are not specified in the query.

The blue ABC bar graph is as follows:

Using the equation (x, y) (y, -x), rotate AABC 90 degrees clockwise by applying the following transformation to each point:

A(-3, 0) → A' (0, 3) (0, 3)

B(-2, 4) → B' (-4, -2) (-4, -2)

C(1, -1) → C' (1, -1) (1, -1)

The red A'B'C' coordinates are as follows: A' (0, 3), B' (-4, -2), and C' (1, -1).

We take the y-coordinate of each point and subtract 3 to translate AA'B'C' three units down:

A' (0, 3) → A" (0, 0) (0, 0)

B' (-4, -2) → B" (-4, -5) (-4, -5)

C' (1, -1) → C" (1, -4) (1, -4)

Hence, AA"B"Ccoordinates "'s in green are: A" (0, 0), B" (-4, -5), and C" (1, -4).

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The complete question is:-  

1. Label the axes.

2. Graph: A(-3, 0) B(-2, 4) C(1,-1) Draw ABC in blue.

3. Rotate AABC 90° clockwise to

create ▲A'B'C' in red. List the coordinates below:

Formula: (x, y) → (y, -x)

A(-3, 0) A' ()

B(-2, 4)→ B' ()

C(1, -1) C' ()

4. Translate AA'B'C' three units down to create ▲A"B"C" in green. What are the coordinates of AA"B"C"?

We have established that the answer to the equation,  [tex]x = 24/7[/tex] , is that the left side equals the right side.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation [tex]3x + 5 = 14[/tex]  consists of the two equations  [tex]3x + 5[/tex] and 14, which are separated by the 'equal' sign.

The equation is as follows:

[tex]\frac{1}{2}\times (x-2)+ 1+2/3x-3[/tex]

This equation can be made simpler by first merging like terms:

[tex]\frac{1}{2}\times (x-2)+ 1+2/3x-3[/tex]

[tex]= 1/2x + 2/3x - 4[/tex]

[tex]= 7/6*x - 4[/tex]

As a result, the equation becomes [tex]7/6*x - 4 = 0.[/tex]

We can now get the value of x by multiplying both sides by 6/7 after adding 4 on both sides: [tex]7/6*x = 4 x = 24/7.[/tex]

We rewrite the original equation with x = 24/7 to confirm the solution:

[tex]1/2*(24/7-2)+1+2/3(24/7)-3[/tex]

[tex]= 1/2*(10/7)+1+16/21-3[/tex]

[tex]= 5/7+1-2/3[/tex]

[tex]= 6/7[/tex]

Therefore, 6/7 demonstrates the equality.

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a) The domain of the function is {0,1,2,3,4,...}. The range is also a non-negative integer.

b) The largest decimal digit is 9, thus the domain of the function is all positive integers and the range is {9}.

c) The domain of the function is all bit strings of length n and the range is all integers between -n and n.

d) The domain of the function is all positive integers and the range is also all positive integers.

e) The domain of the function is all bit strings and the range is a non-negative integer.

Domain and range of the function that assigns to each pair of non-negative integers the first integer of the pair.In the given problem, (a) the function that assigns to each pair of non-negative integers the first integer of the pair. The first integer of the pair is always non-negative. Therefore, the domain of the function is {0,1,2,3,4,...}. The range is also a non-negative integer.

Domain and range of the function that assigns to each positive integer its largest decimal digit. In this problem, (b) the function that assigns to each positive integer its largest decimal digit. For all positive integers, the largest decimal digit is 9, thus the domain of the function is all positive integers and the range is {9}.

Domain and range of the function that assigns to a bit string the number of ones minus the number of zeroes in the string.In the problem,  the function that assigns to a bit string the number of ones minus the number of zeroes in the string. The possible bit strings have a length of n. Therefore, the domain of the function is all bit strings of length n and the range is all integers between -n and n.

Domain and range of the function that assigns to each positive integer the largest integer not exceeding the square root of the integer.In the given problem, the function that assigns to each positive integer the largest integer not exceeding the square root of the integer. Let’s say f(n) is the largest integer not exceeding the square root of n, then the domain of the function is all positive integers and the range is also all positive integers.

Domain and range of the function that assigns to a bit string the longest string of ones in the string.In the given problem, the function that assigns to a bit string the longest string of ones in the string. In this case, the domain of the function is all bit strings and the range is a non-negative integer.

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Answer:

b ≈ 12.1

Step-by-step explanation:

using the tangent ratio in the right triangle

tan60° = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{b}{7}[/tex] ( multiply both sides by 7 )

7 × tan60° = b , then

b ≈ 12.1 ( to the nearest tenth )

(a) Since Ed continues to invest the same amount each year for the next 20 years, the function R(t) will be constant and equal to 14.286 thousand dollars per year:

R(t) = 14.286

(b) Since Ed increases his investment by 3.75 thousand dollars per year over the next 20 years, the function R(t) will be a linear function of time, with a slope of 3.75 and an initial value of 14.286:

R(t) = 14.286 + 3.75t

(c) Since Ed increases his investment by 3.75% each year over the next 20 years, the function R(t) will be a geometric sequence, with a common ratio of 1.0375 and an initial value of 14.286:

R(t) = 14.286 * (1.0375)^t

Note that since the function is continuous, we could also use the continuous growth formula [tex]R(t) = 14.286 * e^{0.0375t}[/tex] to model the investment stream.

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To summarize, the 95% confidence interval for the proportion of vaccinated preschool children in Camperdown is [tex]0.5040 ≤ μ ≤ 0.6960[/tex], indicating that we can be 95% confident that the true proportion of vaccinated preschool children in Camperdown lies between 50.4% and 69.6%.

A 95% confidence interval for the proportion of preschool children in Camperdown who have been vaccinated is [tex].5040 ≤ μ ≤ .6960.[/tex] This indicates that we can be 95% confident that the true proportion of vaccinated preschool children in Camperdown lies between 50.4% and 69.6%.

To calculate this interval, we first need to calculate the sample proportion of vaccinated preschool children. To do this, we divide the number of vaccinated children (60) by the total number of children in the sample (100). This yields a sample proportion of 0.6.

Next, we need to calculate the standard error of the proportion, which is calculated by taking the square root of (sample proportion * (1 - sample proportion) / sample size). Plugging in our values yields a standard error of 0.0435.

We then use the standard error to calculate the 95% confidence interval, which is equal to (sample proportion +/- (1.96 * standard error)). Plugging in our values yields an interval of 0.5040 ≤ μ ≤ 0.6960. This indicates that we can be 95% confident that the true proportion of vaccinated preschool children in Camperdown lies between 50.4% and 69.6%.

To summarize, the 95% confidence interval for the proportion of vaccinated preschool children in Camperdown is 0.5040 ≤ μ ≤ 0.6960, indicating that we can be 95% confident that the true proportion of vaccinated preschool children in Camperdown lies between 50.4% and 69.6%.

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The vertices of the resulting image, quadrilateral H’ I’ J’ K’ include the following:

H' (4, -1).

I' (2, -3).

J' (-4, 1).

K' (-2, 3).

In Mathematics, a rotation is a type of transformation which moves every point of the object through a number of degrees around a given point, which can either be clockwise or counterclockwise (anticlockwise) direction.

In Geometry, rotating a point 270° about the origin would produce a point that has the coordinates (y, -x).

By applying a rotation of 270° about the origin to quadrilateral HIJK, the location of its vertices is given by:

(x, y)                                   →         (y, -x)

Ordered pair H (1, 4)        →    Ordered pair H' (4, -(1)) =  (4, -1).

Ordered pair I (3, 2)        →    Ordered pair I' (2, -(3)) =  (2, -3).

Ordered pair J (-1, -4)        →    Ordered pair J' (-4, -(-1)) =  (-4, 1).

Ordered pair K (-3, -2)        →    Ordered pair K' (-2, -(-3)) =  (-2, 3).

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The correctness of the student's solution, we need to have the equations of the system.

A system of equations is graphed on the coordinate plane. A student concludes that the solution of the system is (-0.5, 1.5). Is this correct? Justify your response.To conclude that a system of equations has a solution in the coordinate plane, a set of ordered pairs (x, y) should satisfy both equations in the system of equations. That is, the system of equations should have a point (x, y) that is a solution of both equations.Only by testing the solution in the given system of equations can we know if the student's conclusion is correct. If the solution is satisfied by the system of equations, then the answer is true. Otherwise, it is false. However, since no system of equations is provided in the question, we cannot test the student's solution.To justify the correctness of the student's solution, we need to have the equations of the system.

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In the given elementary matrix, the corresponding elementary row operation is multiplication of the second row of a given matrix with a scalar of 5. The given matrix is an elementary matrix because it can be obtained by multiplying an identity matrix by an elementary matrix. The inverse of the given matrix can be obtained by multiplying a scalar of 1/5 to the second row of the identity matrix.

The given elementary matrix is:
[1 0 0]
[0 0 5]
[0 1 0]

The corresponding elementary row operation for this matrix is multiplication of the second row of a given matrix with a scalar of 5. This means that if we have a matrix A and we multiply the second row of A with a scalar of 5, we get a new matrix B which is represented by the above elementary matrix.

The inverse of the given matrix is:
[1 0 0]
[0 1/5 0]
[0 0 1]

The inverse of a given elementary matrix can be obtained by applying the inverse of the corresponding elementary row operation to an identity matrix. In this case, the inverse of the given elementary matrix can be obtained by multiplying a scalar of 1/5 to the second row of the identity matrix. This gives us the above inverse matrix.

Therefore, the corresponding elementary row operation for the given matrix is multiplication of the second row of a given matrix with a scalar of 5 and the inverse of the given matrix is:
[1 0 0]
[0 1/5 0]
[0 0 1]

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By answering the presented question, we may conclude that Therefore, the solution to the system of equations is: x = 36/31 and y = 57/31.

In mathematics, an equation is a statement stating the equivalence of two expressions. An equation generally made up of two sides delimited by a system of equations (=). For example, the argument "2x + 3 = 9" states that the word "2x Plus 3" equals the integer "9". The objective of equation solving is to identify the amount or amounts of the variables ( independent variables) that will allow this equation to really be true. Mathematics can be simple or complex, regular or quadratic, and contain one or more parts. In the equation "x2 + 2x - 3 = 0," for illustration, the variable x is elevated to the second power. Lines are employed in numerous different fields of mathematics, including arithmetic, calculus, and geometry.

From the given system of equations, we have:

[tex]8x + 7y = 17 ...(1)\\x - 3y = -5 ...(2)\\x = 3y - 5 ...(3)\\8(3y - 5) + 7y = 17\\24y - 40 + 7y = 17\\31y = 57\\y = 57/31\\x = 3(57/31) - 5\\x = 36/31[/tex]

Therefore, the solution to the system of equations is:

x = 36/31 and y = 57/31.

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The solution to the system of equations is: x = 36/31 and y = 57/31.

In mathematics, an equation is a statement stating the equivalence of two expressions. An equation generally made up of two sides delimited by a system of equations (=). For example, the argument "2x + 3 = 9" states that the word "2x Plus 3" equals the integer "9". The objective of equation solving is to identify the amount or amounts of the variables ( independent variables) that will allow this equation to really be true. Mathematics can be simple or complex, regular or quadratic, and contain one or more parts. In the equation [tex]"x^2 + 2x - 3 = 0,[/tex]" for illustration, the variable x is elevated to the second power. Lines are employed in numerous different fields of mathematics, including arithmetic, calculus, and geometry.

From the given system of equations, we have:

[tex]$\begin{aligned} & 8 x+7 y=17 \ldots(1) \\ & x-3 y=-5 \ldots(2) \\ & x=3 y-5 \ldots(3) \\ & 8(3 y-5)+7 y=17 \\ & 24 y-40+7 y=17 \\ & 31 y=57 \\ & y=57 / 31 \\ & x=3(57 / 31)-5 \\ & x=36 / 31\end{aligned}$[/tex]

Therefore, the solution to the system of equations is:

x = 36/31 and y = 57/31.

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The test statistic based on the number of students who preferred to get out early equals 3.65.

A test statistic is a numerical summary of the sample data that is employed to determine the strength of the evidence for a hypothesis. It is a quantitative measure that compares the observed data to the hypothesis. The t-value, Z-score, F-value, and chi-squared value are examples of common test statistics. In statistical hypothesis testing, a test statistic is used to make decisions about whether or not to reject the null hypothesis.

Based on the given problem, the number of students who preferred to get out of class early is 80, while the number of students who preferred a 10-minute break is 40. Hence, the number of students who had no preference is 30.

Now, we will find the test statistic based on the number of students who preferred to get out of class early as follows:

Test Statistic = (Observed Value - Expected Value) / Standard Deviation

To find the observed value, we need to calculate the proportion of students who preferred to get out of class early in the sample as follows:

Proportion of students who preferred to get out of class early = 80 / (150-30)= 80 / 120= 0.67

Therefore, the observed value is 0.67.

To find the expected value, we need to assume that there is no difference in students' preferences, and the proportion of students who preferred to get out of class early is the same as the proportion of students who preferred a 10-minute break.

Expected value = Proportion of students who preferred to get out of class early * Total number of students= 0.5 * 150= 75

Therefore, the expected value is 75.

To find the standard deviation, we need to use the formula for the standard deviation of a proportion as follows:

Standard Deviation = √[(p*q) / n]

where p is the proportion of students who preferred to get out of class early, q is the proportion of students who preferred a 10-minute break, and n is the total number of students.

Standard Deviation = √[(80/120)*(40/120) / 150]= √(0.1778 / 150)= 0.048

Therefore, the standard deviation is 0.048.

Now, we will substitute the values in the formula for the test statistic as follows:

Test Statistic = (0.67 - 0.5) / 0.048= 3.65

Therefore, the test statistic based on the number of students who preferred to get out early equals 3.65.

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Answer:

Let A represent the cost of purchasing a pool membership from the Aquatics Club and let S represent the cost of purchasing a pool membership from the Swimming Hole. Then, we can write the following system of inequalities:

A ≤ y

A = 75 + 20x

S ≤ y

S = 15 + 65x

The first two inequalities represent the cost of purchasing a membership from the Aquatics Club, while the last two represent the cost of purchasing a membership from the Swimming Hole. The inequalities ensure that the cost of purchasing a membership from either company does not exceed Alfonso's budget of y dollars.

None of the given options (i.e. a, b, c, or d) is correct.

Given the prices of consumer items, we can find the estimate of the current CPI.

The percentage change in the price of the consumer item over time can be given as:

Percentage change = (Current Price − Price in 1983)/Price in 1983 × 100%

Now, using the percentage change we can find the average percentage change (increase or decrease) in prices. We calculate the average percentage change by finding the sum of the percentage change in prices of all items and then dividing it by the number of items.

Thus, we have:

Average percentage change = [(126.85−67.45)/67.45 + (29.95−15.25)/15.25 + (2.25−1.15)/1.15 + (44.25−22.85)/22.85]/4Average percentage change = 4.4188%

Now, the current CPI can be found using the following formula:

Current CPI = CPI in 1983 × [1 + (Average percentage change)/100]Current CPI = 100 × [1 + 4.4188/100] ≈ 104.42 ≈ 104

Therefore, the reasonable estimate of the current CPI is 104.

None of the given options (i.e. a, b, c, or d) is correct.

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Answer:

We can represent the constraints of this situation with the following system of linear inequalities:

x ≥ 20 (the company needs at least 20 managers)

y ≤ 500 (the company needs no more than 500 employees)

x + y ≥ 400 (the company must hire a total of at least 400 people)

So the system of linear inequalities is:

x ≥ 20

y ≤ 500

x + y ≥ 400

The area of the isosceles trapezoid is 37.25 unit².

An isοsceles trapezοid is a trapezοid with cοngruent base angles and cοngruent nοn-parallel sides. A trapezοid is a quadrilateral with οnly οne side parallel.

An isοsceles trapezοid can be defined as a trapezοid whοse nοn-parallel sides and base angles have the same measure. That is, if the twο οppοsite sides (bases) οf a trapezοid are parallel and the twο nοn-parallel sides are οf equal length, it is an isοsceles trapezοid. See the diagram belοw.

Area of trapezium = 1/2(h)(a + b)

where h =  height

a =  smaller base = 10

b = larger base = 15

Now to find height, we see a triangle at the end of trapezium, draw the imaginary altitude

Now, the base = 5/2     ⇒(15 - 10= 5)/2

= 2.5

Using trigonometry ratio

tan(θ) = Height/ Base

tan(40°) = Height/ 2.5

0.8391 = Height/ 2.5

Height = 2.5/ 0.8391

Height ≈ 2.98

Now, The area = 1/2(2.98)(10 + 15)

= 1/2(2.98)(10 + 15)

= 37.25 unit²

Thus, The area of the isosceles trapezoid is 37.25 unit².

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The probability of getting a green golf ball from the machine is 19/83 or 0.2289. The result is obtained by the number of green golf balls divided by the total number of golf balls.

Probability of an event can be calculated by

P(A) = n(A) / n(S)

Where

You have 19 green golf balls, 24 red golf balls, 20 blue golf balls, and 20 yellow golf balls.

Find the probability of getting a green golf ball from the machine!

The total number of golf balls in the machine is

n(S) = 19 + 24 + 20 + 20 = 83 balls

You will end up with a green golf ball with the probability of

P(A) = n(A) / n(S)

P(A) = 19/83

P(A) = 0.2289

Hence, the probability that you will end up with a green golf ball is 19/83 or 0.2289.

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Answer:

its 3

Step-by-step explanation:

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An Inequality is a relationship between two expressions or values that aren't equal. The relationship between n and 4 is given by the inequality n> 4.

We want to find a relation between n and 4 similar that

7 *( n/ 4)> 7

still, we get

If we now divide both sides of the former inequality by 7.

7 *( n/ 4)/ 7>7/7

n/ 4> 1

So n/ 4 must be lesser than 1.

A better way to show the relationship is to multiply both sides of the inequality by 4.

4 *( n/ 4)> 4 * 1

n> 4

So the relationship between n and 4 is that n must be lesser than 4.

In mathematics, an inequality is a relationship that results in an unstable comparison of two figures or other fine expressions. It's frequently used to compare two figures on a number line grounded on their size.

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The integration of the given function using substitution and matching it with the Taylor series is equal to 4/3.

Step 1: Find the Taylor series of the given function f(x).

f(x) = e^(x^2)cos(x)

Therefore, we can say that the Taylor series of the given function is: f(x) = 1 + x^2 + (1/2)x^4 + (1/6)x^6 + (1/24)x^8 + ...

Step 2: Substitute the required value of x into the Taylor series. Let us substitute x = 1 into the Taylor series we got above.

f(1) = 1 + 1^2 + (1/2)1^4 + (1/6)1^6 + (1/24)1^8 + ...

f(1) = 1 + 1 + (1/2) + (1/6) + (1/24) + ...

Step 3: Simplify the expression to get the answer. We can simplify the above expression by using the formula for the sum of an infinite geometric series. The formula is given as follows:

Sum of infinite geometric series = a / (1 - r), where a is the first term and r is the common ratio. Here, a = 1 and r = 1/4. Sum of the series = a / (1 - r) = 1 / (1 - 1/4) = 4/3.

Therefore, we can say that the integration of the given function using substitution and matching it with the Taylor series is equal to 4/3.

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The integers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 have been written on a chalkboard by Dayna. She then erased the integers from 1 through 6, as well as their multiplicative inverse $\mod{13}$.

We can find the multiplicative inverse of an integer { a modulo 13 } by using the extended Euclidean algorithm.The integers from 1 to 6 are 1, 2, 3, 4, 5, and 6.The multiplicative inverse of : 1 modulo 13 is 1, 2 modulo 13 is 7,  3 modulo 13 is 9, 4 modulo 13 is 10, 5 modulo 13 is 8, and 6 modulo 13 is 11.The only integer that Dayna does not erase is 12.

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The water level in the aquarium rises by (A) 0.25.

The volume of water in the aquarium before the rock is added is:

100 cm x 40 cm x 37 cm = 148000 cm^3

When the rock is added, its volume is 1000 cm^3, so the total volume of water and the rock is:

148000 cm^3 + 1000 cm^3 = 149000 cm^3

To find the new water level, we need to divide the total volume by the base area of the aquarium:

149000 cm^3 ÷ (100 cm x 40 cm) = 37.25 cm

Therefore, the water level rises by:

37.25 cm - 37 cm = 0.25 cm

So the answer is (A) 0.25.

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Your question is incomplete, but probably the complete question is :

An aquarium has a rectangular base that measures 100 cm by 40cm and has a height of 50cm. The aquarium is filled with water to a depth of 37 cm. A rock with volume 1000cm^3 is then placed in the aquarium and completely submerged. By how many centimeters does the water level rise?

(A) 0.25

(B) 0.5

(C)

(D)1.25

(E) 2.5

Answer:

Step-by-step explanation:

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