Answer:Life table of males at age 30. Probability of dying between ages x and x+1
total population:
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001030
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001061
males:
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001420
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001448
white population
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001005
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001037
white males
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001372
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001399
non Hispanic white population
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001083
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001116
non Hispanic white males
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001477
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001503
Jacob, non Hispanic white male. 30 years old.
Probability that Jacob lives to be 30 years old.
Since the given probabilities are probabilities of dying, I think we simply subtract it from 1 to get the probability of living. We will use the probability of non Hispanic white male.
Probability of living to be 30 y.o.
29 - 30 : 1 - 0.001477 = 0.998523
30 - 31 : 1 - 0.001503 = 0.998497
Step-by-step explanation:
Life table of males at age 30. Probability of dying between ages x and x+1
total population:
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001030
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001061
males:
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001420
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001448
white population
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001005
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001037
white males
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001372
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001399
non Hispanic white population
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001083
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001116
non Hispanic white males
29–30 . . . . . . . . . . . . . . . . . . . . . . . . 0.001477
30–31 . . . . . . . . . . . . . . . . . . . . . . . . 0.001503
Jacob, non Hispanic white male. 30 years old.
Probability that Jacob lives to be 30 years old.
Since the given probabilities are probabilities of dying, I think we simply subtract it from 1 to get the probability of living. We will use the probability of non Hispanic white male.
Probability of living to be 30 y.o.
29 - 30 : 1 - 0.001477 = 0.998523
30 - 31 : 1 - 0.001503 = 0.998497
Oh uhh , hey shawty *swaggy Debby Ryan smirk and hair behind ear combo* You lookin mighty swag shawty... would you mind helping me answer this question?? Oh please, shawty!!
Answer:
nah shawty
Step-by-step explanation:
Divide. Round to the nearest tenth.
5.1)
104
Answer: 104
Step-by-step explanation:
PLEASE HELP Adam has a rectangular swimming pool. He fills it with water to a depth of 5 feet. The water has a VOLUME of 1200 cubic feet.
Step-by-step explanation:
Given that,
The depth of the pool is, h = 5 feet
Volume of the pool, V = 1200 cubic feet
We need to find the possible values for the dimensions of the pool. We know that the volume of a rectangle is given by :
[tex]V=lbh[/tex]
Where
l and b are length and breadth
So,
[tex]lb=\dfrac{V}{h}\\\\lb=\dfrac{1200}{5}\\\\lb=240[/tex]
The first possibillity for dimension is (10×24). Another can be (12×20).
Find the 43rd term of the sequence
-3.0, -2.5, -2.0, -1.5
Answer:
18.5
Step-by-step explanation:
First determine the common difference. Here, it is 0.5.
Multiply that by the term number, which is 43 here.
43 x .5 = 21.5
Then add the principal, negative 3.
21.5 - 3
18.5
Bryan calculated the area of a square to be 18/32 square foot. Which shows the side length of the square? (Hint: Simplify. Also, area of a square is side x side.)
Answer:
x = 0.75 feet
Step-by-step explanation:
The area of a square is 18/32 square foot
We need to find the side length of the square.
The area of a square of side x is given by :
[tex]A=x^2[/tex]
Substitute all the values,
[tex]x=\sqrt{A} \\\\x=\sqrt{\dfrac{18}{32}} \\\\x=0.75\ feet[/tex]
So, the side length of the square is equal to 0.75 feet.
Someone help and show how you got it plz
Answer:
9[tex]\sqrt{2}[/tex]
Step-by-step explanation:
9^2 = 81
81 + 81 = 162 = 9[tex]\sqrt{2}[/tex]
complete the table of values for
y=3-x^3
<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3
Answer:
x | y
---------------------------
-2 | 11
-1 | 4
0 | 3
1 | 2
2 | -5
<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3
Brainliest?
<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3<3
in the opposite figure the unit of length is the centimeter
(the points O K and P are collinear )
(the points O B and A are collinear)
(KB) and (PA) are parallel
OK=X,OP=Y
KB=5
KP=6
and PA=8
CALCULATE THE LENGTH OP
Answer:
see in the picture, we have: y = 6 + x
=> x = y - 6
because KB//PA, using Thales Theorem, we have:
[tex] \frac{ok}{op} = \frac{kb}{pa} \\ \\ = > \frac{x}{y} = \frac{5}{8} \\ \\ < = > \frac{y - 6}{y} = \frac{5}{8} \\ \\ < = > 5y = 8(y - 6) \\ \\ < = > 5y = 8y - 48\\ \\ < = > 3y = 48 \\ \\ = > y = 16[/tex]
because OP = y => OP = 16
Write the slope and y-intercept of this linear equation: 3y + 6 = –2x
Answer:
slope = -2/3
y-intercept = -2
Step-by-step explanation:
3y + 6 = -2x
Conver to slope intercept form
3y = -2x - 6
y = -2/3x - 2
Follow the form y = mx + b, so m is the slope and b is the y-intercept
Anybody know this pls help.
Answer:
-100
Step-by-step explanation:
28-2(4^2*4)
28-2(16*4)
28-2(64)
28-128
-100
Answer:
The answer is 100
Step-by-step explanation:
step one: do 4 sqaured
step two: 16 times 4= 64
step three=64 times 2=128
step 4: 128- 28=100
please help to solve the question
☃ [tex] \: \: \: \: \: \: \: \: \red{ \underline{ \large{ \blue{ \tt{ ꧁ \: A \: N \: S \: W \: E \:R ꧂}}}}}[/tex]
✧ [tex] \large\tt{Step \: - \: By \: - \: Step \: Explanation} : [/tex]
Let the total number of students who failed in SLC be n ( U ) , number of students failed in science only be n ( only S ) , number of students failed in mathematics only be n ( only M ) , number of students who failed in both subjects be n ( M ∩ S ) and number of students who failed in other subjects be [tex] \tt{n( \overline{s \: ∪ \: m})}[/tex].
❀ [tex] \underline{ \underline{ \large{ \tt{ \: G \: I\: V \: E \: N}}}} : [/tex]
↳ [tex] \large{ \tt{n(u) = 20 \: \% \:of \: 115000 = \red{ \underline{23000}}}}[/tex]
↳ [tex] \large{ \tt{ n_{0}(s) = 40\% \: of \: 23000 = \red{ \underline{9200}}}} [/tex]
↳ [tex] \large{ \tt{ n_{o}(m) = 35\% \: of \: 23000 = \red {\underline{8050}}}}[/tex]
↳ [tex] \large{ \tt{n( \overline{s \:∪ \: m) }= 5\% \: of \: 23000 = \red{ \underline{1150}}}}[/tex]
✎ [tex] \underline{ \underline{ \large{ \tt{ \: S \: O \:L\: V \: I \: N\: G}}}} ..... [/tex]
[tex] \large {\tt{i. \: n(u) = n_{o}(s) + n_{o}(m) + n(s ∩ \: m) \: + n( \overline{s \:∪ \: m)} }}[/tex]
⟶ [tex] \large{ \tt{23000 = 9200 + 8050 + n(s∩m) + 1150}}[/tex]
⟶ [tex] \large \tt \: 23000 = 18400 + n(s ∩ m)[/tex]
⟶ [tex] \large \tt \: 23000 - 18400 = n(s \: ∩ \: m \: )[/tex]
⟶ [tex] \large \boxed{ \tt {4600} = n(s ∩ m)}[/tex]
Therefore , 4600 students failed in both subjects.
[tex] \large{ \sf{ii. \: Please \:see \: the \: attached \: picture \: for \: venn - diagram!}}[/tex]
☪ Hope I helped! ♡
♕ Have a wonderful day / night ! ツ
☆ [tex] \underbrace{ \overbrace{ \mathfrak{Carry \: On \: Learning}}}[/tex] !
▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁▁
The endpoints of the directed line segment AB are A(−3, 4) and B(5, 10). Find the coordinates of point P along AB¯¯¯¯¯¯¯¯ so that the ratio of AP to PB is 1 to 3.
Answer:
The coordinates of P is (-1,5.5)
Step-by-step explanation:
Here, we want to find the coordinates of the point that divides the segment into the ratio 1 to 3
To do this, we are going to use the section formula
We have this as;
(x,y) = (nx1 + mx2)/m+ n, (ny1 + my2)/m + n
where m = 1 , n = 3
(x1,y1) = (-3,4)
(x2,y2) = (5,10)
Substituting these values, we have;
(x,y) = (3(-3) + 1(5)/4 , (3(4) + 1(10)/4
(x,y) = (-9+ 5)/4 , (12 + 10)/4
(x,y) = (-1, 5.5)
What is the common ratio of the following sequence? 7, 21. 63, 189
Answer:
3
Step-by-step explanation:
7×3=21
21×3=63
63×3=189
y = -x - 2 | what is the slope and y-intercept?
slope is -1
y-int is -2
its in y=mx+b form
b is the int
m is the slope
Remember from now on ,
The coefficient of x in slope-intercept form ( y = ax + b ) of the linear equations, is the slope of the line.
Thus : y = -1 ×( x ) - 2
The coefficient of x in the above function is - 1 so the slope of the above function is - 1 .
_________________________________
To find the y-intercept of any equations we have to put 0 instead of x in the equation and solve the equation to find the value of y which is the y-intercept of our equation.
y = - x - 2
put 0 instead of x
y = - 0 - 2
y = - 2
Thus the y-intercept is - 2 .
what an expression for 8 times b
Answer:
8b
Step-by-step explanation:
'8 times b' symbolizes 8 being multiplied by 'b'.
Times is a word associated with multiplying.
8 times b can be 8 * b or most ideally, 8b.
Hope this helps!
Answer:
8b
Step-by-step explanation:
8 times b means we multiply 8 AND b so:
8b
Maria plans to double the amount of time she spends walking per day each week.she starts , on week 1 , walking 5 minutes per day. after 7 days , she then walks 10 minutes per day
(a) how many minutes per day will maria be walking on week # 6 , show the calculation that gives your answer
(b) scale the y axis appropriately and graph the first six terms of this sequence .list them all if you haven't already
(c) according to this geometric progression how many minutes per day would maria be walking on week # 10 why is this not a viable answer
Answer:
a) 160 minutes per day
b) Find the graph attached
c) on 10th week Maria would be walking 2560 minutes per day
Step-by-step explanation:
Week 1 - 5 minutes per day
Week 2 - 10 minutes per day
Week 3 - 20 minutes per day
Week 4 - 40 minutes per day
Week 5 - 80 minutes per day
Week 6 - 160 minutes per day
a) 160 minutes per day
b) Find the graph attached
c) on 10th week Maria would be walking 2560 minutes per day
can some answer this math question
Answer:
A
Step-by-step explanation:
To multiply powers of a variable, add the exponents:
[tex]x^m\cdot x^n = x^{m+n}[/tex]
This rule works for all exponents, positive, negative, or zero. Also, remember that [tex]x^0=1[/tex].
Also, remember the definition of negative exponent: [tex]x^{-n} = \frac{1}{x^n}[/tex]
To multiply the two monomials, start by multiplying the coefficients, 14 and 4. That gives 56, so your answer begins with 56.
Now for the powers of x, [tex](x^3)(x^{-5}) = x^{3+(-5)} =x^{-2} = \frac{1}{x^2}[/tex]
For the powers of y, [tex](y^{-4})(y^4)=y^{4+(-4)} = y^0 = 1[/tex][tex](y^{-4})(y^4) = y^{-4+4} = y^0 =1[/tex]
Your answer is
[tex]56 \cdot \frac{1}{x^2} \cdot 1 =\frac{56}{x^2}[/tex]
HELP please!!!!
Write the sentence as an equation.
202 is equal to v minus 398
a paint can is 12 in tall and has a diameter of 8 in Which is closest to the total surface of the paint can
A. 200 Sq
B. 96 Sq
C. 402 Sq
D. 301 Sq
Answer:
The answer is 402.
What’s the volume of the cake if the radius is 8 inches
and the height is 5 inches?
Answer:
1005 in^3
Step-by-step explanation:
Think of this cake as a cylindrical solid of base radius 8 in and height 5 in.
The volume is V = (base area)(height), which here is:
V = (pi)*(8 in)^2*(5 in) = 320pi in^3, or approximately 1005 in^3
Select all that apply. A right triangle can also be an) triangle scalene isosceles obtuse equilateral
Answer:
scalene
isosceles
Cuales son las diferencias entre bisección , triseccion y bisectriz ? , por favor lo necesito urgente
Answer:
Primero, la bisección consiste en dividir una figura en dos partes iguales, esto se puede aplicar a cualquier figura, desde un segmento hasta un cuadrado o algo más complejo.
Por ejemplo, en el caso del segmento, una bisección sería una línea que corta el segmento justo por el punto medio.
Por otro lado, una trisección es similar, solo que en este caso dividimos una figura en 3 partes iguales.
Finalmente tenemos la bisectriz, esta es una semirrecta con origen en el vértice de un ángulo, de tal forma que divide al ángulo en dos partes iguales.
La bisectriz se diferencia con la bisección pues la bisectriz solo se aplica a ángulo, mientras que la bisección se aplica a cualquier figura.
Además, la bisectriz en sí misma es una figura geométrica, pues es una semirrecta, mientras que la bisección sería un operador que actúa sobre una figura, y aunque puede ser representada con una semirrecta o una recta, no es necesariamente una.
Ambas se diferencian de la trisección pues la bisectriz y la bisección dividen en dos, mientras que la trisección divide en tres.
SHAWTY BAE HELP ASAP I NEED IT
Answer:
IM NOT SURE SHAWTY BAE
Step-by-step explanation:
5. Find the next 4 terms of the sequence
47, 45, 40, 32, 21, , , , ,
Answer:
7 -10 -30 -53
Step-by-step explanation:
47-2 = 45
45-5 = 40 (2+3=5)
40-8 = 32 (5+3=8)
32-11 = 21(8+3=11).........
21-14 = 7
7-17 = -10
-10 -20 = -30
-30-23 = -53
There are 27 performances in a dance recital. The ratio of hip hop to ballet is 5:4.
Calculate how many performances are hip hop and how many are ballet.
Answer:
15 hip hop performances
12 ballet performances
Step-by-step explanation:
5:4 (multiply by 3)
15:12
what is the congrouent from of 1
Answer:
1. ∠1 and ∠2 are a linear pair 1. Given
2. ∠1 and ∠2 are supplementary 2. Linear Pair Postulate
3. m∠1 + m∠2 = 180° 3. Definition of Supplementary Angles
4. ∠1 and ∠3 are vertical angles 4. Given
5. ∠1 ≅ ∠3 5. Vertical angles are congruent.
6. m∠1 = m∠3 6. Congruent angles have equal measure.
7. m∠3 + m∠2 = 180º 7. Substitution into step 3.
8. ∴∠2 and ∠3 are supplementary 8. Definition of Supplementary Angles
Step-by-step explanation:
can i have brainliest
Answer:
Congruent Angles Definition. The definition of congruent angles is two or more angles with equal measures in degrees or radians. Congruent angles need not face the same way or be constructed using the same figures
Step-by-step explanation:
I need help with this
Answer:
i don't know
Step-by-step explanation:
Alexander has a bag that contains pineapple chews, cherry chews, and watermelon chews. He performs an experiment. Alexander randomly removes a chew from the bag, records the result, and returns the chew to the bag. Alexander performs the experiment 40 times. The results are shown below: A pineapple chew was selected 8 times. A cherry chew was selected 11 times. A watermelon chew was selected 21 times. Based on these results, express the probability that the next chew Alexander removes from the bag will be cherry chew as a percent to the nearest whole number.
Answer: 28%
Step-by-step explanation:
Choose the function rule that represents the sentence:
five more than the product of n and six is twelve
Find the slope of the line that contains (5,-6) (-6,-6).
Answer:
There is no slope.
Step-by-step explanation:
