Maria has a bag with 6 red marbles, 6 blue marbles, and 4 green marbles looking Maria picks one . She does not replace it and she picks another oneOn the first pick, Maria gets a green marble. What is the probability that she gets a red marble on her second pick?

Hello there!

initially Maria has 6 red marbles, 6 blue marbles, and 4 green marbles.

You know that in the first pick, Maria gets a green marble ( this means that now there are 3 green marbles left)

Now we want to know the probability that she gets a red marble on the second pick.

Now there are 6 + 6 + 3 = 15 marbles in the bag, and 6 of them are red ones. Then the probability of getting one red is the number of red ones divided by the total amount ( which is the ratio of red marbles to total marbles)

this is 6/15.

now you can see that there is no 6/15 in the options, so we need to see which one is equivalent.

if we took the option C, 2/5, and multiply both denominator and numerator by 3, we get (3*2)/(3*5) = 6/15, then 2/5 and 6/15 are equivalents.

Then the correct answer is C.

Step-by-step explanation:

the results from a pre-test for students for the year 2000 and the year 2010 are illustrated in the box plot. what do these results tell us about how students performed on the 29 question pre-test for the two years?

if we compare only the lowest and highest scores between the two years, we might conclude that the students in 2010 did better than the students in 2010. this conclusion seems to follow since the lowest score of 8 in 2010 is greater in value than the lowest score of 6 in 2000. also, the highest score of 28 in 2010 is greater in value than the highest score of 27 in 2000.

but the box portion of the illustration gives us more detailed information. the middle bar in each box shows us that the median score of 20 in 2000 is greater in value than the median score of 17 in 2010. further, we note that the box and whiskers divide the illustration into four pieces. each of these four pieces represents the same portion of students. so, the upper half of the students in 2000 scored in the same score range as the upper one-fourth of the students in 2010, see the illustration at a score of 20.

by considering the upper one-fourth, upper half, and upper three-fourths instead of just the lowest and highest scores, we would conclude that the students as a whole did much better in 2000 than in 2010. we would conclude that as a whole the students in 2010 are less prepared than the students in 2000.

in this section, we discuss box-and-whisker plots and the five key values used in constructing a box-and-whisker plot. the key values are called a five-number summary, which consists of the minimum, first quartile, median, third quartile, and maximum.

step-by-step explanation:

step-by-step explanation:

i found the koficent of the linear function and i foun c acordind to the strict formula y=kx+c and then i took 2 as an x and replacet it on the formula i found and then foun the y