A bag contrains 3 red marbles and 4 blue . A marble is taken at random from the bag and replaced. Another marble is taken from the bag. Work out the probability that the two marbles taken from the back or the same color. Give your answer as a fraction

Answer:

4x-90(3)=50%m

Step-by-step explanation:

m= marbles (take note of my user name

Answer:

For each draw, the chances of getting a blue marble are 3 of 7; the chances of getting a red are 4 of 7.

The chances of drawing a blue on both draws is (3/7)^2 or 9/49, and the chances of getting red on both draws is (4/7)^2 or 16/49. But there are other possible outcomes which have to be considered to come to the correct answer.

There are 4 possible outcomes, as follows (although the chances of these outcomes are different):

Comb Chances

RR …….. 16/49

RB …….. 12/49

BR …….. 12/49

BB ……… 9/49

total …….. 49/49

So we can say that the chances of drawing red marbles on each draw are 16/49, and the chances of drawing blue ones on each draw are 9/49. But what about the chances of drawing either both red OR both blue?

I believe we can simply add the 2 probabilities together to come up with a probability of

Ken Warren, former Accountant at Various (1977-2016)

Answered February 6, 2020

Originally Answered: There is a bag filled with 3 blue and 4 red marbles. A marble is taken at random from the bag, the colour is noted and then it is replaced. Another marble is taken at random. What is the probability of getting 2 of the same colour?

Probability of two reds = 4/7 x 4/7 = 16/49 = 32.65%

Probability of two blues = 3/7 x 3/7 = 9/49

Probability of the same colour = 25 / 49 = 51.0 %

Step-by-step explanation:

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Student’s Answer Key Ch.2 Grammar Advantage Eric Nelson & George Yule © 2019 Student’s Answer Key, Chapter 2, Sentence structure, Grammar Advantage
For most exercises, this key does not include even-numbered items.
■ Exercise 1 Read the passage. Based on what you already know, underline the verbs.
The Marshmallow Experiment
Imagine that you are seven years old. You are participating in an experiment. A researcher greets you and shows you into a small room. In the room there is a marshmallow. The marshmallow is for you, but here is the interesting part: The researcher tells you that he is going to leave you alone in the room for a while. You can eat the marshmallow right away, or you can wait until he gets back. If you wait until he gets back, you will get a second marshmallow.
What do you do? Do you eat the marshmallow right away?
An experiment like this, known informally as the marshmallow experiment, was conducted decades ago at Stanford University. It turned out that some children ate the marshmallow right away, while others were able to wait. In other words, some sought instant self-gratification, and some delayed it.
Years later, the researchers followed up on the participants. They found that the children who delayed self-gratification were in general more successful than those who ate the marshmallow right away. By a variety of measures, including SAT scores, they appeared to be more competent.
Common sense tells us that the ability to delay self-gratification is a mark of maturity. The marshmallow experiment provides evidence that it may also correlate with success in life.
Notes:
- Many of these verb phrases consist of an auxiliary verb and a main verb. So, for example, “are participating” and “do...eat” are considered verb phrases.
- “is going to leave”: If we consder “is going to” a kind of auxiliary verb, then this is a verb phrase, just like “will leave.”
- “known as...”: If you underlined “known,” that’s fine. It is a verb. It is a nonfinite verb, unlike the other underlined verbs and verb phrases. (See Chapter 4.)
■ Exercise 2 Underline the complete subjects in the sentences below, and double- underline the verbs that go with them. Identifying the subject means identifying the main word of the subject and the parts that modify it. (In the first sentence, the main word is in boldface.) When you underline the verb, include both auxiliary verbs and main verbs (as in the first sentence, with was...used).
In the 1960s and 70s, the term “generation gap” was often used to refer to the differences between young people in the U.S. and their parents’ generation. Many young people felt distant from their parents because of differences in ideas about politics, social issues, and popular culture. Since then, conflicts between generations have diminished in many ways. Child-rearing experts in the late 20th century encouraged parents to be like friends to their children. Thanks to technology, young people and their parents are able to contact each other easily at any time. On any college campus, the students you see texting or talking on cell phones are often communicating with Mom or Dad. Fifty years ago, closeness of this kind was less

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