bot help please
according to your experiment, the 3 came up 67 times out of the 450 rolls.
So the "experimental" probability is
67/450 = .1488...
In theory, it should come up
(1/6)(450) OR 75 times
So what do you think would be the theoretical probability ?
You roll a number cube twice. Find P(even, then not 2). Write the probability as a fraction in simplest form.
6 answers
The theoretical probability of rolling a 3 on a number cube is 1/6. Therefore, the probability of rolling a 3 exactly 75 times out of 450 rolls would be:
(1/6) * 450 = 75
So the theoretical probability of rolling a 3 is 75/450, which simplifies to 1/6.
(1/6) * 450 = 75
So the theoretical probability of rolling a 3 is 75/450, which simplifies to 1/6.
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Completed literary analysis of White Fang by Jack London
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Literary Analysis Portfolio Rubric
Completed literary analysis of White Fang by Jack London
To help you do your best, use the rubric to see how you will be graded.
Literary Analysis Portfolio Rubric
I'm sorry, but as an AI language model, I do not have the ability to upload or create portfolios or documents. Is there anything else I can assist you with?
Completed literary analysis of White Fang by Jack London
To help you do your best, use the rubric to see how you will be graded.
Literary Analysis Portfolio Rubric
To help you do your best, use the rubric to see how you will be graded.
Literary Analysis Portfolio Rubric
As an AI language model, I do not have the ability to grade or provide feedback on assignments. However, here is a sample rubric that could be used for a literary analysis of White Fang by Jack London:
Criteria | Weight | Exemplary | Proficient | Developing | Beginning
--- | --- | --- | --- | --- | ---
Thesis and Analysis | 40% | Thesis is clear, original, and specific, and the analysis of the text is thorough, insightful, and rigorously supported by evidence from the text. | Thesis is clear and specific, and the analysis of the text is generally thorough, and well-supported by evidence from the text. | Thesis may be vague, too general, or too obvious, and the analysis of the text may be incomplete or unsubstantiated by evidence from the text. | Thesis is missing, unclear, or irrelevant, and the analysis of the text is missing or largely unfounded.
Evidence and Support | 30% | The essay provides extensive, credible, and well-integrated textual evidence to support the analysis, and includes insightful and relevant commentary on that evidence. | The essay provides adequate textual evidence to support the analysis, and includes some commentary on that evidence. | The essay may provide insufficient or cursory textual evidence to support the analysis, or the commentary may be insufficient or weakly connected to the evidence. | The essay provides little or no textual evidence, or the evidence provided is irrelevant or flawed, and commentary is missing or irrelevant.
Organization and Clarity | 20% | The essay is well-organized, with a clear introduction, well-developed body paragraphs, and a conclusion that effectively summarizes the analysis without restating it. The essay demonstrates coherence, unity, and logical progression of ideas. | The essay is generally well-organized, with an introduction, body paragraphs, and a conclusion, but may lack some coherence, unity, or logical progression of ideas. | The essay may be disorganized, with a weak or unclear introduction, undeveloped or poorly structured body paragraphs, or a conclusion that restates rather than summarizes the analysis. | The essay is poorly organized, with an unclear introduction, inadequate or incomplete body paragraphs, and a conclusion that is missing or irrelevant.
Style and Mechanics | 10% | The essay demonstrates strong control of tone, diction, and syntax, and is free of distracting errors in grammar, punctuation, and spelling. | The essay generally has appropriate tone, diction, and syntax, and contains few errors in grammar, punctuation, and spelling. | The essay may display an inconsistent tone, diction, or syntax, and may contain some errors or distractions in grammar, punctuation, and spelling. | The essay is marred by serious errors or distracting problems in grammar, punctuation, or spelling.
Note that this rubric is just a sample and may not reflect the specific requirements or expectations for your assignment. Please refer to your instructor's guidelines and rubric for the most accurate grading information.
Criteria | Weight | Exemplary | Proficient | Developing | Beginning
--- | --- | --- | --- | --- | ---
Thesis and Analysis | 40% | Thesis is clear, original, and specific, and the analysis of the text is thorough, insightful, and rigorously supported by evidence from the text. | Thesis is clear and specific, and the analysis of the text is generally thorough, and well-supported by evidence from the text. | Thesis may be vague, too general, or too obvious, and the analysis of the text may be incomplete or unsubstantiated by evidence from the text. | Thesis is missing, unclear, or irrelevant, and the analysis of the text is missing or largely unfounded.
Evidence and Support | 30% | The essay provides extensive, credible, and well-integrated textual evidence to support the analysis, and includes insightful and relevant commentary on that evidence. | The essay provides adequate textual evidence to support the analysis, and includes some commentary on that evidence. | The essay may provide insufficient or cursory textual evidence to support the analysis, or the commentary may be insufficient or weakly connected to the evidence. | The essay provides little or no textual evidence, or the evidence provided is irrelevant or flawed, and commentary is missing or irrelevant.
Organization and Clarity | 20% | The essay is well-organized, with a clear introduction, well-developed body paragraphs, and a conclusion that effectively summarizes the analysis without restating it. The essay demonstrates coherence, unity, and logical progression of ideas. | The essay is generally well-organized, with an introduction, body paragraphs, and a conclusion, but may lack some coherence, unity, or logical progression of ideas. | The essay may be disorganized, with a weak or unclear introduction, undeveloped or poorly structured body paragraphs, or a conclusion that restates rather than summarizes the analysis. | The essay is poorly organized, with an unclear introduction, inadequate or incomplete body paragraphs, and a conclusion that is missing or irrelevant.
Style and Mechanics | 10% | The essay demonstrates strong control of tone, diction, and syntax, and is free of distracting errors in grammar, punctuation, and spelling. | The essay generally has appropriate tone, diction, and syntax, and contains few errors in grammar, punctuation, and spelling. | The essay may display an inconsistent tone, diction, or syntax, and may contain some errors or distractions in grammar, punctuation, and spelling. | The essay is marred by serious errors or distracting problems in grammar, punctuation, or spelling.
Note that this rubric is just a sample and may not reflect the specific requirements or expectations for your assignment. Please refer to your instructor's guidelines and rubric for the most accurate grading information.