PLeasee ANSWER will mark brainliest

All of the options are correct regarding the probabilities in graphical models.

Use relative frequency to estimate probability: This is a common approach for estimating probabilities in graphical models, especially when we have a large amount of data. We can count the number of times a certain event occurs in the data and divide it by the total number of events to get an estimate of the probability.

Make proper assumption about the priors: Priors represent our knowledge or beliefs about the probabilities before observing any data. By making appropriate assumptions about the priors, we can incorporate additional information into the model and improve our estimates of the probabilities.

Use the MLE principle for estimation: Maximum Likelihood Estimation (MLE) is a commonly used approach for estimating the parameters of a graphical model. The goal of MLE is to find the parameter values that maximize the likelihood of observing the data. This approach is often used when we have limited data and need to estimate the parameters of the model.

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Answer: 1/2

Step-by-step explanation:

Answer:

Each friend will get half of the melon

Step-by-step explanation:

If the two friends have one melon, they will each get half. There are two people, so you cut it in half. They will each get 0.5 or 1/2 of the melon.

By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted and by controlling for these differences between schools, the results of the study will more accurately reflect the effects of the teaching methods being compared, rather than the effects of other factors.

Given,

A school district has 20 elementary schools, and each school has 12 classes that can be used for a study

a. In a randomized block design to compare three teaching methods, schools can be used as blocks. The goal is to control for any variability between schools that could affect the results of the study. To do this, each of the 20 schools is considered a block and the 12 classes in each school are used as the experimental units.

To implement the randomized block design, you would first randomly assign each of the teaching methods to one of the 12 classes in each school.

For example,

method A could be assigned to four classes in school 1,

method B to four classes in school 2,

method C to four classes in school 3.

This random assignment process would be repeated for each of the 20 schools, so that each method is assigned to 4 classes in each of the 20 schools.

Once the methods have been assigned, the study can be conducted in each of the 12 classes within each school, and the results can be compared between the methods.

By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted.

b. Schools should be used as blocks because there may be differences between schools that could affect the results of the study, such as socio-economic factors, teacher experience, or prior test scores. By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted. By controlling for these differences between schools, the results of the study will more accurately reflect the effects of the teaching methods being compared, rather than the effects of other factors.

By using schools as blocks, any variability between schools can be controlled for and the results of the study can be more accurately interpreted and by controlling for these differences between schools, the results of the study will more accurately reflect the effects of the teaching methods being compared, rather than the effects of other factors.

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To calculate the percent of change, we can use the following formula:

Percent of change = (final value - initial value) / initial value x 100%

In this case, the initial value is $15 and the final value is $100. Plugging these values into the formula, we get:

Percent of change = ($100 - $15) / $15 x 100% = 567%

So the percent of change in Ron's savings account balance is 567%. This means that Ron's balance increased by 567% from its initial value of $15 to its final value of $100.

1. the positive linear relationship is what is shown here

A reasonable estimate that can be given for a person that played for 80 minutes is 26

The mean absolute deviation is appropriate to describe the spread of data if the data distribution is symmetric

2. this is in the attachment

15 + 35 = 50

those that like fishing = 35 + 21 = 56

those that dislike fishing = 15 + 24 = 39

for male that like fishing = 35 / 56 = 0.63

for male that dislike fishing = 15 / 39 = 0.38

for females total 45

for female that like fishing 45 - 24 = 21 / 56 = 0.38

females that dislike fishing = 24 / 39 = 0.62

c. the relative frequency that is shown tells us that most of the people that like fishing are the males. While the most people that dislike fishing are the females

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The length of HK is approximately 20.17 units.

what Pythagorean theorem ?

The Pythagorean theorem is a fundamental theorem in mathematics that relates to the sides of a right triangle. It states that in a right triangle, the square of the length of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the lengths of the other two sides.

The theorem is usually written in the form of an equation:

[tex]a^2 + b^2 = c^2[/tex]

According to the questions :

First, we can use the fact that HJ is perpendicular to the base IK to determine the height of triangle HKI. Since J is the midpoint of the hypotenuse IK, we know that HJ is also the median of the hypotenuse, and it divides the hypotenuse into two equal segments of length 16.

Therefore, we can use the Pythagorean theorem to find the height HK of triangle HKI:

[tex]HK^2 = IK^2 - HI^2[/tex]

Since triangle HKI is a right triangle, we know that HI is the height of the triangle, and IK is the hypotenuse. Using the Pythagorean theorem again, we can find the length of IK:

[tex]IK^2 = IJ^2 + JK^2[/tex]

Substituting the given values, we get:

[tex]IK^2 = 16^2 + 16^2[/tex]

[tex]IK^2 = 5123[/tex]

Taking the square root of both sides, we get:

[tex]IK = sqrt(512) ≈ 22.63[/tex]

Now we can use this value to find the height HK:

[tex]HK^2 = IK^2 - HI^2[/tex]

[tex]HK^2 = 22.63^2 - (16/2)^2[/tex]

[tex]HK^2 = 512 - 64[/tex]

[tex]HK^2 = 448[/tex]

Taking the square root of both sides, we get:

[tex]HK = sqrt(448) ≈ 20[/tex]

Therefore, the length of HK is approximately 20 units.

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option (b) if they have no sample points in common, then the two events are mutually exclusive

Probability is an essential concept in statistics and other related fields. It deals with the chance or likelihood of an event happening. In this context, we will discuss the concept of mutually exclusive events.

Two events are considered mutually exclusive if they cannot happen at the same time. That is, if one event occurs, the other cannot occur. For instance, if we flip a coin, it can either come up heads or tails, but not both at the same time. In mathematical terms, we can represent mutually exclusive events using the intersection of sets.

Suppose we have two events A and B. Their intersection is the set of all sample points that are common to both events. If the intersection of A and B is equal to 1, then the two events are not mutually exclusive. This means that both events can happen at the same time. On the other hand, if the intersection is equal to zero, the two events have no sample points in common. This implies that the events cannot happen together and are mutually exclusive.

Therefore the correct option is (b).

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The Greatest Number is -10/11.

Numbers can be arranged in ascending order, from least value to highest value. The arrangement is left to right.

Given:

Rational Number: 10/11,-19/22,-23/33,-39/44

The LCM of 11.22,33,44 is 132

-10/11×12/12=-120/132

-19/22×6/6=-114/132

-23/33×4/4=-92/132

-39/44×3/3=-117/132

In ascending order

-120/132,-117/132,-114/132,-92/132

= -10/11,-39/44,-19/22,-23/33

In descending order

-92/132,-114/132,-117/132,-120/132

= -23/33,-19/22,-39/44,-10/11

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The volume of the solid obtained by rotating the region in the first quadrant bounded by [tex]$y=x^5$[/tex], y = 1, and the y-axis about the line y = −2 is 29.0359321.

The region is bounded in the xy plane and is said to be bounded in between the curve, line and y-axis as given by

Curve: [tex]$y=x^5$[/tex]

Line: y = 1

y-axis: x = 0

The curve and line intersect at [tex]x^5=1[/tex] and x = 1

The region bounded can be expressed as

[tex]x^5 \leq y \leq 1 \\[/tex]

0 ≤ x ≤ 1

Here we have to determine the volume of the solid obtained by rotating the region in the first quadrant bounded by y=x5, y=1

Now if the solid is obtained by the rotation of the region about the line y = -2 then the volume of the solid is evaluated by the method of the rings/washers as

Volume [tex]$=\int_{\mathrm{a}}^{\mathrm{b}} \mathrm{A}(\mathrm{x}) \mathrm{dx}[/tex]

Volume [tex]$=\int_{\mathrm{a}}^{\mathrm{b}} \pi\left[\text { (outer radius) }^2-\text { (inner radius }^2\right] \mathrm{dx}[/tex]

Volume  [tex]$=\pi \int_0^1\left[(1-(-5))^2-\left(x^5-(-5)\right)^2\right] d x[/tex]

Volume   [tex]$=\pi \int_0^1\left[(1+5)^2-\left(x^5+5\right)^2\right] d x[/tex]

Volume  [tex]$=\pi \int_0^1\left[(6)^2-\left(x^5+5\right)^2\right] \mathrm{d} x[/tex]

Volume  = [tex]$\pi \int_0^1\left[(36)-\left(x^{10}+10 x^5+25\right)\right] d x$$[/tex]

Volume  = [tex]$\pi \int_0^1\left(36-x^{10}-10 x^5-25\right) d x[/tex]

Volume   [tex]$=\pi \int_0^1\left(11-x^{10}-10 x^5\right) d x[/tex]

Volume   [tex]$=\pi\left[11 x-\frac{1}{11} x^{11}-10\left(\frac{x^6}{6}\right)\right]_0^1$$$$[/tex]

Volume   [tex]$=\pi\left[11 x-\frac{1}{11} x^{11}-\frac{5}{3} x^6\right]_0^1$$$$[/tex]

Volume  [tex]$=\pi\left(11(1-0)-\frac{1}{11}\left(1^{11}-0\right)-\frac{5}{3}\left(1^6-0\right)\right)[/tex]

Volume   [tex]=\pi\left(11(1)-\frac{1}{11}(1)-\frac{5}{3}(1)\right)[/tex]

Volume  [tex]=\pi\left(11-\frac{1}{11}-\frac{5}{3}\right)$$[/tex]

Volume  = [tex]$\frac{305}{33} \pi[/tex]

Therefore the volume of the solid is

V [tex]=\frac{305}{33} \pi \approx[/tex] 29.0359321

Therefore the volume of the solid is 29.0359321

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The vertex of the parabola is in the form of coordinates is (h, k). The standard equation can be used to find the vertex.

Given is to find the vertex of the parabola.

The vertex of the parabola is the point of intersection of the parabola and the axis of symmetry.

The Standard Form of a Parabola is y = a(x-h)² + k. To find the vertex in this form, you will use identify h and k from the standard form and put it into the vertex point (h, k).

Therefore, the vertex of the parabola is in the form of coordinates is (h, k). The standard equation can be used to find the vertex.

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Answer:24

Step-by-step explanation:

because

Answer:

a^2 +b^2=c^2

Step-by-step explanation:

The length of the crane is given as follows:

23.7 feet.

The Pythagorean Theorem states that for a right triangle, the length of the hypotenuse squared is equals to the sum of the squared lengths of the sides of the triangle.

In the context of this problem, the parameters are given as follows:

Hence the length of the crane is obtained as follows:

l² + 8² = 25²

l = sqrt(25² - 8²)

l = 23.7 feet.

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The reader can scan 10 sheets in 15 minutes, according to the claim.

One of the four fundamental math processes, along with addition, subtraction, and division, is multiplication. Multiply in mathematics refers to the continual adding of sets of identical size.

If a scanner can scan 4 pages in 6 minutes, then we can set up the following ratio:

4 pages / 6 minutes = x pages / 15 minutes

where x is the number of pages that the scanner can scan in 15 minutes.

To solve for x, we can cross-multiply and simplify:

4 pages × 15 minutes = 6 minutes × x pages

60 pages = 6x

x = 60 pages / 6

x = 10 pages

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Answer: so u do the e then f to get z

Step-by-step explanation:

a) The first three terms of Eniki's sequence are 20, 100, and 500.

b) The number 312,500 is the 7th term in Eniki's sequence.

c) The number 94,500 is not a term in Eniki's sequence since it does not correspond to any whole number value of 'n'.

The term 'n' in the formula represents the position of the number in the sequence, starting from the first term.

Enoki's also has a sequence of numbers, which is given by the formula (n) = 4(5ⁿ). Let's break down this formula to understand what it means.

a. To find the first three terms of Eniki's sequence, we substitute the values 1, 2, and 3 for 'n' in the formula. This gives us:

n = 1: 4(5¹) = 20

n = 2: 4(5²) = 100

n = 3: 4(5³) = 500

Therefore, the first three terms of Eniki's s sequence are 20, 100, and 500.

b. Chelita thinks that the number 312,500 is a term in Eniki's sequence. To determine whether she is correct or not, we need to find the value of 'n' that corresponds to this number. We can rearrange the formula to solve for 'n' as follows:

n = log base 5 (312,500/4)

Using a calculator, we find that n is approximately equal to 7. Therefore, the number 312,500 is the 7th term in Eniki's sequence.

c. Elisa thinks that the number 94,500 is a term in Eniki's sequence. To verify this, we can once again solve for 'n' in the formula:

n = log base 5 (94,500/4)

Using a calculator, we find that n is approximately equal to 6. Therefore, the number 94,500 is not a term in Eniki's sequence since it does not correspond to any whole number value of 'n'.

In summary, Eniki's sequence is defined by the formula

=> f(n) = 4(5ⁿ),

where 'n' represents the position of the number in the sequence.

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Answer:

To solve this problem, we can use the formula:

Speed = Distance / Time

The total distance traveled by the plane is 3,000 + 600 = 3,600 miles. The total time taken is 2 hours 30 minutes, or 2.5 hours.

So, the speed of the plane is:

Speed = 3,600 miles / 2.5 hours = 1,440 miles per hour

Therefore, the answer is 1440 mph

Therefore, when the tyer pressure goes below 21.9 psi, the TPMS will sound an alarm.

By pressing a knife against some produce, one can see a straightforward illustration of pressure. The surface won't be sliced if you press the smooth portion of the scalpel against by the fruit. The army is dispersed over a wide region (low pressure).

If the target tire pressure is 30 psi, 27% below that value is:

0.27 × 30 psi = 8.1 psi

So the TPMS will trigger a warning when the tire pressure is 30 psi - 8.1 psi = 21.9 psi.

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The expression that gives the formula of the volume of a cone is interchanged for π, is given by, π = 3V/hr²

Expressions in math are mathematical statements that have a minimum of two terms containing numbers or variables, or both, connected by an operator in between.

Given that, the formula for the volume of a cone, the expression is,

V = 1/3 πr²h

Where, r and h are radius and height of the cone respectively.

We are asked to interchange the expression to give a formula for, π

Therefore, the given expression,

V = 1/3 πr²h

Multiplying by 3 to each side,

3V = πr²h

Divide by r² to both sides,

3V/r² = πh

Divide by h to both sides,

3V/hr² = π

or,

π = 3V/hr²

Hence, the expression that gives the formula of the volume of a cone is interchanged for π, is given by, π = 3V/hr²

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Answer:   in decimal form = 2.8 gallons

                          in fraction =  [tex]2\frac{4}{5}[/tex]

the fraction in simplest form = [tex]\frac{14}{5}[/tex]

Step-by-step explanation:

14 divided by 5 which gives 2.8, which means that there are 2.8 gallons in each jar.

The CDF at P(X > 1)  is 1/16.

CDF stands for the cumulative distribution function. It is a function that maps each possible value of a random variable X to the probability that X takes a value less than or equal to that value.

The cdf given is:

F(x) =0 for x < 0

x^2/16 for 0 <= x < 1

1 - (3-x)^2/16 for 1 <= x < 4

1 for x >= 4

P(X <= 1)

Using the definition of the cdf, we have:

P(X <= 1) = F(1)

Since 0 <= 1 < 1, we have:

F(1) = 1^2/16 = 1/16

So, P(X <= 1) = F(1) = 1/16.

P(X > 2)

Using the definition of the cdf, we have:

P(X > 2) = 1 - P(X <= 2)

Since 0 <= 2 < 4, we have:

P(X <= 2) = F(2) = 2^2/16 = 1/4

Therefore:

P(X > 2) = 1 - P(X <= 2)

=> 1 - 1/4

=> 3/4.

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The volume of a pyramid with a base area of 15 square inches and a height of 7 inches is, 35 cubic inches.

In mathematics, Space occupied by three dimensional objects is called Volume. Basically it is a space within a closed region of every three dimensional object.

If the volume of a pyramid varies jointly with its base area and height, we can write this relationship as:

V = k[Ah/3]

To find the value of k, we can use the given information that the volume of one pyramid is 24 cubic inches when its base area is 24 square inches and its height is 3 inches.

Plugging these values into the formula, we get:

24 = k(24)(3)/3

Simplifying, we get:

k = 1

Now we can use the formula to find the volume of a pyramid with a base area of 15 square inches and a height of 7 inches:

V = kAh/3

V = (1)(15)(7)/3

V = 105/3

   = 35

Therefore, the volume of the pyramid is 35 cubic inches.

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Answer: The area is 1660.41.

Geometry

It deals with the size of geometry, region, and density of the different forms both 2D and 3D.

Given

The combination of circle and rectangle of length, width, and radius are 30.5, 30.5, and 15.25.

To find

The area of the geometry.

How to find the area of geometry?

Area = Area of rectangle and area of two semi-circle

Length = 30.5

Width = 30.5

Radius = 15.25

Then

Thus the area is 1660.41.

Answer: 3x³+ 9x + -11

Step-by-step explanation: Combine Like Terms: 4x + 4x³+-11+-2x+-x³+7x

=(4x³+-x³) + (4x + -2x +7x) + (-11)

=3x³+ -9x+ -11

To find the length of a side of a square with a given area, you need to take the square of side value.

The area of a square is the product of its two adjacent sides.

In other words, if you know the length of one side of a square, you can find its area by multiplying it by itself (squared). The formula for finding the area of a square is:

Area = side x side or Area = side²

So, if you have a square with an area of 16 square units, you can find the length of its sides by taking the square root of the area. This is because the square root of a number gives you the length of the side that, when multiplied by itself, gives you that number.

Using the formula, we get:

Area = side²

16 = side²

To solve for side, we need to take the square root of both sides of the equation:

√16 = √side²

4 = side

Therefore, the length of the side of the square with an area of 16 square units is 4 units.

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For every hour worked, the person's gross pay has increased by 8.35 dollars.

The slope-intercept definition of a linear function is given as follows:

y = mx + b.

In which:

From the table, when the input increases by one, the output increases by 8.35, hence the slope m is given as follows:

m = 8.35.

Hence the meaning of the slope is that for every hour worked, the person's gross pay has increased by 8.35 dollars.

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The statements that are true ; b. On day 3, Sara will have biked 7.2 more miles than Aaron. d. Aaron bikes faster than Sara.

An equation is an expression that shows the relationship between two or more numbers and variables.

A mathematical equation is a statement with two equal sides and an equal sign in between. An equation is, for instance, 4 + 6 = 10. Both 4 + 6 and 10 can be seen on the left and right sides of the equal sign, respectively.

We are given that equation y = 2.4x represents the number of miles, y, biked by Aaron in x days.

0.5 10

1 10

1.5 10

2 10

2.5 10

Since x = 2 then

y= 2.4 (2)

y = 4.8

The statements that are truly based on the equation and the table above;

b. On day 3, Sara will have biked 7.2 more miles than Aaron.

d. Aaron bikes faster than Sara.

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Answer:

Step-by-step explanation:

1.Do 4x and 15 + x have the same value when x is 5?

To determine if 4x and 15 + x have the same value when x is 5, we can substitute 5 for x in both expressions and see if they equal the same value:

4x = 4 * 5 = 20

15 + x = 15 + 5 = 20

So, when x is 5, 4x and 15 + x both have the same value of 20.

2. Are 4x and 15 + x equivalent expressions?

Two expressions are considered equivalent if they have the same value for all possible values of the variables they contain. In this case, for all values of x, 4x and 15 + x will have the same value, so we can say that 4x and 15 + x are equivalent expressions.

Also:

When we substitute x = 5 into both expressions 4x and 15 + x, we find that:

4x = 4 * 5 = 20

15 + x = 15 + 5 = 20

As we can see, both expressions have the same value of 20 when x = 5. This means that the value of the expression 4x is equal to the value of the expression 15 + x when x = 5.

However, just because the values of the expressions are equal when x = 5, this does not necessarily mean that the expressions are equivalent for all values of x. To determine if two expressions are equivalent, we need to consider their values for all possible values of the variables they contain. In this case, since 4x and 15 + x have the same value for all values of x, we can conclude that these two expressions are equivalent.

In general, equivalent expressions are expressions that have the same value for all values of the variables they contain. Equivalent expressions can be transformed into each other through operations such as adding or subtracting the same value, multiplying or dividing by the same non-zero value, or using the distributive property.

The time to the nearest tenth of a minute, it would take the element to

decay to 301 grams is; 13.1 minutes

The number of grams of element x, after t minutes, is given by the following equation:

X(t) = X(0)(1 - r)^(t)

In which X(0) is the initial amount and r is the decay rate.

There are 850 grams of Element X

This means that X(0) = 850

So;

X(t) = 850(1 - r)^(t)

Half life of 9 minutes.

This means that X(9) = 0.5 * X(0) = 0.5 * 850 = 425. So;

425 = 850(1 - r)^(9)

(1 - r)^(9) = 0.5

1 - r = (0.5)^(1/9)

1 - r = 0.9259

r = 1 - 0.9259

r = 0.0741

X(t) = 850(0.9259)^(t)

Thus, at X(T) = 301, we have;

310 = 850(0.9259)^(t)

310/850 = (0.9259)^(t)

In 0.3647 = t In 0.9259

t = (In 0.3647 )/(In 0.9259)

t = 13.1 minutes

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The remaining side lengths of triangle B are given as follows:

25 cm and 30 cm.

Similar triangles are triangles that share these two features presented as follows:

Considering that the smallest side of triangle B has a length of 20 cm, while for triangle A it has a length of 24, the scale factor is given as follows:

k = 20/24

k = 5/6.

Hence the remaining side lengths of triangle B are given as follows:

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