Suppose we want to choose 6 letters with out replacement from 13 distinct letters.
a. The number of ways this be done if the order of the choices is not relevant is 1,235,520 ways.
b. The number of ways this be done if the order of the choices is relevant is 1716 ways.
How to find the number of ways?a. Number of ways if choice are not relevant
[tex]^nP_r = n!/ (n-r)![/tex]
Where:
n =13
r = 6
So,
[tex]^1^3P_6[/tex] = 13! / (13 - 6)!
[tex]^1^3P_6[/tex] =6,227,020,800 /7!
[tex]^1^3P_6[/tex] =6,227,020,800/5,040
[tex]^1^3P_6[/tex] = 1,235,520 ways
b. Number of ways if choice are relevant
[tex]^nC_r =n!/ r! (n-r)![/tex]
[tex]^1^3C_6[/tex] = 13! / 6!(13-6)!
[tex]^1^3C_6[/tex] = 13! / 6! × 7!
[tex]^1^3C_6[/tex] =6,227,020,800 / 720×5040
[tex]^1^3C_6[/tex] =6,227,020,800 / 3,628,800
[tex]^1^3C_6[/tex] = 1,716 ways
Therefore the number of ways are 1,235,520 ways and 1,716 ways.
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Work out
1/8
+
3/4
Give your answer in its simplest form.
A triangle is shown with its exterior angles. The interior angles of the triangle are angles 2, 3, 5. The exterior angle at angle 2 is angle 1. The exterior angle at angle 3 is angle 4. The exterior angle at angle 5 is angle 6. Which statements are always true regarding the diagram? Select three options. m∠5 + m∠3 = m∠4 m∠3 + m∠4 + m∠5 = 180° m∠5 + m∠6 =180° m∠2 + m∠3 = m∠6 m∠2 + m∠3 + m∠5 = 180°
Answer:
The three statements that are always true regarding this diagram are:
m∠3 + m∠4 + m∠5 = 180°
m∠2 + m∠3 + m∠5 = 180°
m∠2 + m∠3 = m∠6
Here's why:
The sum of the measures of the interior angles of a triangle is always 180°. Therefore, m∠2 + m∠3 + m∠5 = 180°.
The measure of an exterior angle of a triangle is equal to the sum of the measures of the two non-adjacent interior angles. Therefore, m∠4 = m∠2 + m∠5, and m∠3 + m∠4 + m∠5 = 180°.
The measure of an exterior angle of a triangle is equal to the sum of the measures of the two non-adjacent interior angles. Therefore, m∠6 = m∠2 + m∠3.
The other two statements are not always true. For example, if m∠5 = 100° and m∠3 = 80°, then m∠5 + m∠3 = 180°, but m∠4 ≠ 0°. Similarly, if m∠5 = 100° and m∠6 = 80°, then m∠5 + m∠6 ≠ 180°.
Step-by-step explanation:
Find the limits given based on the graph.
Limits of the functions shown in the graph are limx +f(x) = 0 and limx -f(x) = 0. The link between a group of inputs, each of which has a related output, is known as a function.
what are functions ?The study of mathematics covers a variety of topics, including numbers, formulas and related structures, forms and the environments in which they exist, quantities and their variations, and the environments in which they exist. An easy way to think of a function is as a relationship between inputs and outputs, where each input leads to a single, distinct result. Each function has a respective domain and a codomain, or scope. Functions are typically represented by the letter f. (x). input is x. The accessible functionalities fall into four categories. based on the following elements: on functions, one-to-one functions, many-to-one functions, and within functions.
given
We first take into account how f(x) behaves as x increases unboundedly for the function in the graph below. As x can always increase because the function has no limit, it can never be zero. However, the function's behavior when x rises.
Similar to how x decreases without bound or how we move leftward on the graph, f(x) also seems to be approaching zero.
So in this case we can write:
limx → +∞f(x) = 0
limx → - ∞f(x) = 0
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5700 dollars is placed in an account with an annual interest rate of 6.5%. To the nearest year, how long will it take for the account value to reach 20900 dollars?
It will it take 56 years for the account value to reach $20,900.
What is Simple Interest?This amount is calculated based on the principal amount of a loan or the first deposit in a savings account. Simple interest does not compound, thus, a creditor will only pay interest on the principal amount and a borrower would never have to pay more interest on the previously accumulated interest.
formula for calculating Simple Interest, S.I:
S.I = P * R * T
100
Where,
S.I = Simple Interest
P =Pricipal
R = rate ( in percentage)
T= Time
To how long will it take for the account value to reach $20,900
S.I = $20,900
R = 6.5%
P =$ 5,700
T =?
S.I = P * R * T
100
$20,900 = $ 5,700 * 6.5 * T
100
Cross multiplying and Making Time, T subject of the formula we have:
$20,900 * 100 = $ 5,700 * 6.5 * T
T= $20,900 * 100
$ 5,700 * 6.5
T= 56.41
T ≈ 56 years
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- Complete the function table for f(x) = 3x + 2.
groce
x
-2
-1
0
1
opies of graph pap
The value of the function f(x) at x = - 2, - 1, 0, 1 are - 4, - 1, 2, 5.
What is a function?A function can be defined as the outputs for a given set of inputs.
The inputs of a function are known as the independent variable and the outputs of a function are known as the dependent variable.
Given, A function f(x) = 3x + 2.
Now,
At x = - 2, f(x) = 3(-2) + 2 ⇒ f(x) = - 4.
At x = - 1, f(x) = 3(-1) + 2 ⇒ f(x) = - 1.
At x = 0, f(x) = 3(0) + 2 ⇒ f(x) = 2.
At x = 1, f(x) = 3(1) + 2 ⇒ f(x) = 5.
This can also be written in the form of ordered pairs
(- 2, - 4), (- 1, - 1), (0, 2), (1, 5).
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Anyone knows the answer ?
The solution for the question found using the double angle formula for cosine is -[tex]\frac{7}{25}[/tex].
What are double angle formulae?
There are some trigonometric formulas that are known as double angle formulae because they contain double angles, such as Sin 2x, Cos 2x, and Tan 2x.
The double angle formula for cosine is
Cos 2θ = Cos²θ - Sin²θ
=2Cos²θ – 1
= 1 – 2Sin²θ
Given sinθ = [tex]\frac{4}{5}[/tex]
cos(2θ) = 1-2sin²θ = [tex]1-2[/tex]×( [tex]\frac {4}{5}[/tex])² = [tex]1-[/tex] [tex]\frac{32}{25}[/tex] = [tex]\frac{-7}{25}[/tex]
Therefore Cos(2θ) fund using double angle formula is -[tex]\frac{7}{25}[/tex]
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The solution for the question found using the double angle formula for cosine is -.7/-25
What are double angle formulae?There are some trigonometric formulas that are known as double angle formulae because they contain double angles, such as Sin 2x, Cos 2x, and Tan 2x.
What is angle?An angle is a measure of the amount of rotation between two rays or lines that share a common endpoint, called the vertex of the angle. The two rays or lines are called the sides of the angle, and the endpoint is called the vertex. The size of an angle is typically measured in degrees or radians, with one full rotation around a point (360 degrees or 2π radians) being equal to a full circle.
The double angle formula for cosine is
Cos 2θ = Cos²θ - Sin²θ
=2Cos²θ – 1
= 1 – 2Sin²θ
Given sinθ = 4/5
cos(2θ) = 1-2sin²θ = 1-2×(4/5 )² = 1-32/25 = -7/25
Therefore Cos(2θ) fund using double angle formula is -
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To prevent deer from running across highways, researchers are investigating sound-emitting devices that would frighten deer before they reach the highway. As part of the investigation, the researchers set up 20 devices along a two-mile stretch of road. When a deer approached a device, the device would activate and emit a sound. The researchers recorded whether the deer moved toward the highway (positive response), away from the highway (negative response), or did not move (neutral response).
The researchers kept the loudness of the sound constant at 60 decibels. However, they varied the pitch of the sound. There were 6 treatment levels, all measured in kilohertz (kHz): 0, 0.28, 1, 8, 15, and 28. The order of the treatments was randomly assigned.
(a) The control in the experiment was 0 kHz, or no sound. What information is gained by using the control with no sound that could not be obtained if no control were used?
(b)(i) What is one advantage to keeping the loudness at a constant 60 decibels for all treatments?
(b)(ii) What is one disadvantage to keeping the loudness at a constant 60 decibels for all treatments?
(c) The results of the experiment are shown in the following bar chart.
Based on the results, would you recommend using a sound-emitting device to keep deer from running across highways? Explain your answer.
Answer: a) The control in the experiment, 0 kHz, or no sound, serves as a baseline against which to compare the other treatments. By using the control with no sound, researchers can determine whether the deer's response to the sound-emitting devices is due to the sound itself or some other factor. Without the control, it would be unclear what caused any differences in the deer's responses to the different sound treatments.
(b)(i) One advantage to keeping the loudness at a constant 60 decibels for all treatments is that it allows researchers to directly compare the deer's responses to the different sound pitches without the added variable of loudness.
(b)(ii) One disadvantage to keeping the loudness at a constant 60 decibels for all treatments is that loudness may also play a role in deer's response. So, it would be unclear if the different in deer's responses are due to sound frequency only or also caused by sound loudness
(c) Based on the results shown in the bar chart, it can be seen that the deer's response to the sound-emitting devices varies depending on the pitch of the sound. At lower pitches, around 0.28 kHz, the deer's response is more likely to be negative or neutral, indicating that they move away from or don't move towards the highway. At higher pitches, around 15 kHz, the deer's response is more likely to be positive, indicating that they move towards the highway. It suggests that the frequency of sound has an impact on the deer's response. So, based on this data, we cannot recommend using a sound-emitting device to keep deer from running across highways without further research on the optimal frequency and loudness that should be used to make sure that it is effective and safe for the deer.
Step-by-step explanation:
The sound-emitting device may have both advantages and disadvantages depending on the pitch. More research is necessary to find the optimal frequency and volume for the device to be effective and safe.
Explanation:Based on the results of the experiment, it would not be advisable to use a sound-emitting device to prevent deer from running across highways without further research. The experiment showed that the deer's response varied depending on the pitch of the sound. Although the device showed some advantages, such as moving deer away from the highway at lower pitches, it also presented potential disadvantages. At higher pitches, the deer had a tendency to move towards the highway, which could increase the risk of accidents. More research would be needed to determine the optimal frequency and volume to use for the device to be both effective and safe for the deer.
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Lynn is making a snack. The recipes call for 38 cup of water for oats and 14 cup of water for dried fruit. She only has 1 cup of water. Does she have enough to make her snack? Explain.
Answer:
Below
Step-by-step explanation:
"Lynn is making a snack. The recipes call for 3/8 cup of water for oats and 1/4 cup"
(I changed the numbers to fractions ....)
she needs 3/8 + 1/4 cup ....add them together by finding a common denominator
1/4 = 2/8
then 3/8 + 2/8 = (3+2)/8 = 5/8 cup
if she has one cup of water she has enough....she only needs 5/8 cup
5. Mariel volunteers at the
animal shelter 3 times a month.
After 6 months, how many
times has she volunteered at
the animal shelter?
Suppose that R, S and T are digits and that N is the four-digit positive integer
8RST. That is, N has thousands digit 8, hundreds digit R, tens digits S, and ones
(units) digit T, which means that N = 8000 + 100R + 10S + T. Suppose that the
following conditions are all true:
• The two-digit integer 8R is divisible by 3.
• The three-digit integer 8RS is divisible by 4.
The four-digit integer 8RST is divisible by 5.
The digits of N are not necessarily all different.
The number of possible values for the integer N is
(A) 8
(B) 16
(C) 12
(D) 10
87
(E) 14
Answer:
8RST. That is, N has thousands digit 8, hundreds digit R, tens digits S, and ones
(units) digit T, which means that N = 8000 + 100R + 10S + T. Suppose that the
following conditions are all true:
• The two-digit integer 8R is divisible by 3.
• The three-digit integer 8RS is divisible by 4.
The four-digit integer 8RST is divisible by 5.
The digits of N are not necessarily all different.
The number of possible values for the integer N is
(A) 8
(B) 16
(C) 12
(D) 10
87
(E) 14
Since 8R is divisible by 3, R must be a multiple of 3. The possible values for R are 3, 6, and 9.
Since 8RS is divisible by 4, S must be a multiple of 2. The possible values for S are 0, 2, 4, 6, and 8.
Since 8RST is divisible by 5, T must be 0 or 5.
The possible values for N are therefore:
8000 + 300 + 00 + 0 = 8300
8000 + 600 + 00 + 0 = 8600
8000 + 900 + 00 + 0 = 8900
8000 + 300 + 20 + 0 = 8320
8000 + 600 + 20 + 0 = 8620
8000 + 900 + 20 + 0 = 8920
8000 + 300 + 40 + 0 = 8340
8000 + 600 + 40 + 0 = 8640
8000 + 900 + 40 + 0 = 8940
8000 + 300 + 60 + 0 = 8360
8000 + 600 + 60 + 0 = 8660
8000 + 900 + 60 + 0 = 8960
8000 + 300 + 80 + 0 = 8380
8000 + 600 + 80 + 0 = 8680
8000 + 900 + 80 + 0 = 8980
8000 + 300 + 00 + 5 = 8305
8000 + 600 + 00 + 5 = 8605
8000 + 900 + 00 + 5 = 8905
8000 + 300 + 20 + 5 = 8325
8000 + 600 + 20 + 5 = 8625
8000 + 900 + 20 + 5 = 8925
8000 + 300 + 40 + 5 = 8345
8000 + 600 + 40 + 5 = 8645
8000 + 900 + 40 + 5 = 8945
8000 + 300 + 60 + 5 = 8365
8000 + 600 + 60 + 5 = 8665
8000 + 900 + 60 + 5 = 8965
8000 + 300 + 80 + 5 = 8385
8000 + 600 + 80 + 5 = 8685
8000 + 900 + 80 + 5 = 8985
There are a total of 30 possible values for N. The answer is therefore (E) 14.
Step-by-step explanation:
2√54 - √27 - 3√24 how to simplify
Answer: -3√3
Step-by-step explanation: Factor out the square roots from each term
2√54 -> 6√6
√27 -> 3√3
3√24 -> 6√6
The equation becomes 6√6 - 3√3 - 6√6
By combining like terms we can eliminate 6√6
This leaves us with -3√3 as the simplified solution
Answer:
-3√3
Step-by-step explanation:
do the hcf method to get all the values outside
hcf of 54= 2, 3, 3, 3
hcf of 27 = 3, 3, 3
hcf of 24 = 2,2,3,3
2✓2×3×3×3 - √3,3,3 - 3√2,2,3,3
take out the common factor and multiply it with the value we have outside leave it if it doesnt have a number
2×3√2×3 - 3✓3 -3×2×3
6√6 - 3√3 - 3×2×3
6×3 - 3√3 - 3×2×3
18-18 - 3✓3
-3√3
Josh and Diego are comparing how much candy they have. Josh has five boxes and fifteen loose candies. Diego has six
boxes and three loose candies. However, they each have the same total amount of candy. If there are the same number of
candies in each box, how many pieces are in a box?
3. Equation:
4. Number of pieces in each box:
The solution of given algebra question is-The number of candies in each box is 12.
What are the Algebra Basics?In algebra, the fundamental concepts are numbers, parameters, constants, expressions, coefficients, linear equations, and quadratic equations. Additionally, it requires adding, subtracting, multiplying, and dividing basic arithmetic operations within the algebraic formulas.
What is the algebraic first rule?Multiplication and division tasks should be completed first from left to right, followed by addition and subtraction tasks from left to right.
According to given information:Let the number of candies in the box be x
Total candies with Josh=5x+15
Total candies with Diego=6x+3
Since, they have same number of candies,
Hence,
5x+15=6x+3
6x-5x=15-3
x=12
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If Isabella has 1809 and Leah takes 27 how many will Isabella have left
1809/27=
Answer:
1809/27=67 is your answer........
Please help will mark Brainly
Answer:
they are intersecting.. so, there's one solution. the ordered pair is (-1,4).
A netball court measures 31 metres long and 15 metres wide.
What is the perimeter of a netball court?
The perimeter of the netball court is equal to 92 meters.
What does perimeter mean?
The whole distance encircling a shape is referred to as its perimeter. It is the length of any two-dimensional geometric shape's boundary or outline.
A netball court is a rectangle,
it is given that length of the net ball court is equal to 31 meters.
The width of the netball court is equal to 15 meters.
Therefore the perimeter of the netball court is equal to the length of all sides of the rectangle.
Perimeter of netball court = 2(31+15)=92 meters.
Therefore perimeter of the netball court is equal to 92 meters.
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LMNP is a rectangle. Find the value of x and the length of each diagonal. LN=x and MP=4x-6
Answer: x = 2.
LN = MP = 2.
Solution in the photo, below.
Can someone answers this
Answer: ( see image )
Step-by-step explanation:
Sketch the Asymptotes and graph the function.
the quadratic equation have been solved and the required graph is attached below.
What is quadratic equation?
it's a second-degree quadratic equation which is an algebraic equation in x. Ax2 + bx + c = 0, where a and b are the coefficients, x is the variable, and c is the constant term, is the quadratic equation in its standard form. A non-zero term (a 0) for the coefficient of x2 is a prerequisite for an equation to be a quadratic equation. The x2 term is written first, then the x term, and finally the constant term is written when constructing a quadratic equation in standard form. In most cases, the numerical values of letters a, b, and c are expressed as integral values rather than fractions or decimals.
The equation:
[tex]\frac{x^{2}-7x+12 }{x^{2} -1}[/tex]
Its a quadratic equation in both numerator and denominator, by dividing the x² will be get a graph as given in the attached file.
Hence, the quadratic equation will be solved and the required graph is attached below.
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BC is the diameter of the semicircle. The area of rectangle ABCD is 20 and the length of line AB is 5.What is the area of the semicircle?
Answer:
2[tex]\pi[/tex] [tex]units^{2}[/tex]
Step-by-step explanation:
BC is equal to 4 because 5*4=20.
The radius is 2. The equation for the area of a circle is [tex]\pi r^2[/tex].
Therefore, if we plug in 2 we will get [tex]4\pi[/tex].
But then we divide by 2 to get 2[tex]\pi[/tex] [tex]units^{2}[/tex] as our answer.
Hope this helped! :)
Which statement is true based on a graph of the line that passes through the given coordinates? (2, 1), (3,3), (5,7), (6,9) Please help
A. The line that passes through the given coordinates does not represent a proportional relationship because the line passes through the origin.
B. The line that passes through the given coordinates represents a proportional relationship because the line passes through the origin.
C. The line that passes through the given coordinates does not represent a proportional relationship because the line does not pass through the origin.
D. The line that passes through the given coordinates represents a proportional relationship because the line does not pass through the origin.
The correct statement regarding the linear function passing through the coordinates (2, 1), (3,3), (5,7), (6,9) is given as follows:
A. The line that passes through the given coordinates does not represent a proportional relationship because the line passes through the origin.
When does a linear function represents a proportional relationship?The slope-intercept definition of a linear function is given as follows:
y = mx + b.
In which:
m is the slope, representing the change in y divided by the change in x.b is the y-intercept, representing the value of y when x = 0.A linear function represents a proportional relationship if it has an intercept of zero.
For the points in this problem, when x increases by one, y increases by two, hence the slope is given as follows:
m = 2/1 = 2.
Hence:
y = 2x + b.
When x = 2, y = 1, hence the intercept b is given as follows:
1 = 2 + b
b = -1.
As the intercept is different of zero, this is not a proportional relationship, and option A is correct.
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The average number of customers at the cafe fell by 10% in the month of May. If 140 fewer customers visited the cafe in May, how many customers visited in April?
Answer:
1400
Step-by-step explanation:
You want to know the number of customers in April if the number in May was 10% lower. That number was 140 fewer.
PercentThe problem statement is telling us ...
April - (10% × April) = April - 140
10% × April = 140 . . . . . . . . subtract April, multiply by -1
April = 140/10% = 1400 . . . . divide by 10%
The number of customer visits in April was 1400.
__
Additional comment
The 1400 customers in April fell by 140 to 1260 in may. That's 10% fewer than in April.
<95141404393>
Round 0.265625 to the nearest hundredth
Answer:
0.27 is the answer
I wish you luck in your assignments.
Answer:
Step-by-step explanation:
0.27
Can someone help with this? Please be right
Answer:
See attached
Step-by-step explanation:
You want various combinations of the functions g(a) = -3a+1 and h(a) = 3a³ +4a.
g/hThe functions have no common factors, so their ratio leaves the function expressions unchanged:
[tex]\dfrac{g(a)}{h(a)}=\boxed{\dfrac{-3a+1}{3a^3+4a}}[/tex]
h+gThe like terms are combined when the functions are added.
[tex]h(a)+g(a)=(3a^3+4a)+(-3a+1)=3a^3+(4-3)a+1\\\\=\boxed{3a^3+a+1}[/tex]
g-hSimilarly, the like terms are combined when the functions are subtracted.
[tex]g(a)-h(a)=(-3a+1)-(3a^3+4a)=-3a^3+(-3-4)a+1\\\\=\boxed{-3a^3-7a+1}[/tex]
g·hThe product is found the way products are usually found. Each term of one of the factors is multiplied by each term of the other factor, and these products are summed. You can think of it as repeated application of the distributive property.
[tex]g(a)\cdot h(a)=(-3a+1)(3a^3+4a)=-3a(3a^3+4a)+1(3a^3+4a)\\\\=-9a^4-12a^2+3a^3+4a\\\\=\boxed{-9a^4+3a^3-12a^2+4a}[/tex]
Given that the polynomial x² - 10x + 14 leaves the same remainder when divided by x + 2b orx + 2c where 3b - 2c = 0 and b # c . Find the values of b and c.
Step-by-step explanation:
please refer to the 3 pages of sketch for details
I need help asap , this is geometry. I need it solve in the simplest radical form.
let the third side be b then use the pythagoras theorem
A cone consitst of these measure but need to find the volume and surface area. The diameter is 16m, height is 8m, and the slant height is 11.31m.
A.) V=769.17m³ SA=535.89m²
B.) V= 535.89m SA=769.17m
C.) V=535.89m³ SA= 769.17m²
D.) V=1607.68m³ SA=769.56m²
The minute hand of a clock is 7 minutes. How far does the tip of the minute hand move in 50 minutes?
The distance that the minute hand moves in 50 minutes, given that it started at 7 minutes, is 258 degrees.
How to find the distance moved ?A rotatation around the clock by the minute hand, is a full 360 degrees as it begins at 12 and ends at 12 .
If a minute hand is at 7 minutes, then it means that the degrees moved is:
= 7 / 60 x 360
= 42 degrees
At 50 minutes, the degrees moved is :
= 50 / 60 x 360
= 300 degrees
Seeing as the minute hand started at 7 minutes, the distance moved is :
= 300 - 42
= 258 degrees
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Find the common difference of the arithmetic sequence − 19 , − 11 , − 3
Answer:
+ 8
Step-by-step explanation:
This is an arithmetic progression (AP) as there is a common difference between successive terms.
For example, looking at the first two terms,
Difference = 2nd term - 1st term
= -11 -(-19)
= -11 + 19
= +8
To check,
Looking at the second and third terms,
Difference = 3rd term - 2nd term
= -3 -(-11)
= -3 + 11
= +8
Hence, there is a common difference of +8 between consecutive terms, making it an AP.
PLEASE HELP ME ASAP
Select all the key features of the graph of the equation.
The key features of the graph of the given equation -8x + 20y = 240 include the following:
D. As x → -∞, y → ∞.
E. The y-intercept is (0, 12).
H. The x-intercept is (-30, 0).
How to determine the key features of this equation?Making y the subject of formula in order to determine the slope, we have:
20y = 8x + 240
Dividing both sides of the equation, we have:
y = 8x/20 + 240/20
y = 8x/20 + 12
Therefore, the slope is equal to 8/20.
What is y-intercept?In Mathematics, the y-intercept of any graph such as a linear function, generally occur at the point where the value of "x" is equal to zero (x = 0).
When x = 0, the y-intercept is given by;
20y = 8(0) + 240
y = 240/20
y = 12.
Therefore, the y-intercept is equal to (0, 12).
When y = 0, the x-intercept is given by;
-8x + 20(0) = 240
x = -240/8
x = -30
Show that 20 subtracted by O is 20, using at least four daily life examples
Answer:
true
Step-by-step explanation:
20 away from nothing is 20
Answer:
Step-by-step explanation:
20-0=20
Example 1: Suppose you have 20 friends and they are given the choice of choosing a sport from cricket or basketball. All of them decide to play cricket and 0 chooses basketball. So, the total number of students who decided cricket is 20 students(20-0=20).
Example 2: Suppose you have 20 chocolates and you give 0 chocolates to your sister then you have a total of 20 chocolates(20-0=20).
Example 3: Suppose there are 20 students in a class and 0 were absent out of them. So, the total number of students that were present are 20 students(20-0=20).
Example 4: Suppose you have 20 clothes in your wardrobe and you gave 0 clothes for washing. So, the total number of clothes in the wardrobe is 20 clothes(20-0=20).