`0.2(3*5-3)^(3)*2*5+1*3(3*6+1*4))`

[(5(1)/(3)+3(2)/(3))*(6(2)/(3)*4(3)/(4))-:(3)/(2)]2/6

For teaching the concept of probability, Mrs. Verma decided to use two dice. Shet took a pair of die and write all the possible outcomes on the blackboard. All possible outcomes wave: (1,1), (1,2), (1,3), (1,4), (1,5), (1,6) (2,1), (2,2), (2,3), (2,4), (2,5), (2,6) (3,1), (3,2), (3,3), (3,4), (3,5), (3,6) (4,1), (4,2), (4,3), (4,4), (4,5), (4,6) (5,1), (5,2), (5,3), (5,4), (5,5), (5,6) (6,1), (6,2), (6,3), (6,4), (6,5), (6,6) The probability that 5 will come up at least once is:

For teaching the concept of probability, Mrs. Verma decided to use two dice. Shet took a pair of die and write all the possible outcomes on the blackboard. All possible outcomes wave: (1,1), (1,2), (1,3), (1,4), (1,5), (1,6) (2,1), (2,2), (2,3), (2,4), (2,5), (2,6) (3,1), (3,2), (3,3), (3,4), (3,5), (3,6) (4,1), (4,2), (4,3), (4,4), (4,5), (4,6) (5,1), (5,2), (5,3), (5,4), (5,5), (5,6) (6,1), (6,2), (6,3), (6,4), (6,5), (6,6) The probability that 6 will come up on both dice is

For teaching the concept of probability, Mrs. Verma decided to use two dice. Shet took a pair of die and write all the possible outcomes on the blackboard. All possible outcomes wave: (1,1), (1,2), (1,3), (1,4), (1,5), (1,6) (2,1), (2,2), (2,3), (2,4), (2,5), (2,6) (3,1), (3,2), (3,3), (3,4), (3,5), (3,6) (4,1), (4,2), (4,3), (4,4), (4,5), (4,6) (5,1), (5,2), (5,3), (5,4), (5,5), (5,6) (6,1), (6,2), (6,3), (6,4), (6,5), (6,6) The probability that 4 will not come up on either of them is

For teaching the concept of probability, Mrs. Verma decided to use two dice. Shet took a pair of die and write all the possible outcomes on the blackboard. All possible outcomes wave: (1,1), (1,2), (1,3), (1,4), (1,5), (1,6) (2,1), (2,2), (2,3), (2,4), (2,5), (2,6) (3,1), (3,2), (3,3), (3,4), (3,5), (3,6) (4,1), (4,2), (4,3), (4,4), (4,5), (4,6) (5,1), (5,2), (5,3), (5,4), (5,5), (5,6) (6,1), (6,2), (6,3), (6,4), (6,5), (6,6) The probability that both numbers comes up are even, is

For teaching the concept of probability, Mrs. Verma decided to use two dice. Shet took a pair of die and write all the possible outcomes on the blackboard. All possible outcomes wave: (1,1), (1,2), (1,3), (1,4), (1,5), (1,6) (2,1), (2,2), (2,3), (2,4), (2,5), (2,6) (3,1), (3,2), (3,3), (3,4), (3,5), (3,6) (4,1), (4,2), (4,3), (4,4), (4,5), (4,6) (5,1), (5,2), (5,3), (5,4), (5,5), (5,6) (6,1), (6,2), (6,3), (6,4), (6,5), (6,6) The probabiliyt that both numbers comes up are prime numbers, is

If A= {1, 2, 3}, B= {3, 4} and C= {4, 5, 6}, then (A xx B) uu (A xx C) = {(1, 3), (1,4), (1,5), (1,6), (2,3), (2,4), (2,5), (2,6), (3,3), (3,4), (3,5),(3,6)}

If A=[(2)/(3)1(5)/(3)(1)/(3)(2)/(3)(4)/(3)(7)/(3)2(2)/(3)] and B=[(2)/(3)(2)/(5)1(1)/(5)(2)/(5)(4)/(5)(4)/(5)(7)/(3)(6)/(5)(2)/(5)], then compute 3A_(-)=5B

5(5)/(6) + [2(2)/(3) - [3(3)/(4) (3(4)/(5) div 9(1)/(2))]]