find the measure of the angle indicated

Answer:

72[tex]\sqrt{3}[/tex] units²

Step-by-step explanation:

The area (A) of the triangle is calculated as

A = [tex]\frac{1}{2}[/tex] bh ( b is the base and h the perpendicular height )

Here b = ST = a = 12 and h = RS

To calculate RS use the tangent ratio in the right triangle and the exact value

tan60° = [tex]\sqrt{3}[/tex] , thus

tan60° = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{RS}{ST}[/tex] = [tex]\frac{RS}{12}[/tex] = [tex]\sqrt{3}[/tex] ( multiply both sides by 12 )

RS = 12[tex]\sqrt{3}[/tex]

Thus

A = [tex]\frac{1}{2}[/tex] × 12 × 12[tex]\sqrt{3}[/tex] = 6 × 12[tex]\sqrt{3}[/tex] = 72[tex]\sqrt{3}[/tex] units²

Complete Question

The complete question is shown on the first uploaded image

Answer:

Yes  the test  suggest that the true average percentage of organic matter in such soil is something other than 3%

Step-by-step explanation:

From the question we are told that

  The  sample mean is  [tex]\= x = 2.482\%[/tex]

  The  standard deviation is [tex]\sigma = 1.614[/tex]

   The  standard error is [tex]SE = 0.295[/tex]

     The  sample size is [tex]n = 30[/tex]

   The  level of significance is  [tex]\alpha = 0.05[/tex]

  The  null hypothesis is [tex]H_o : \mu = 3\%[/tex]

   The  alternative hypothesis is  [tex]H_a : \mu \ne 3\%[/tex]

Now  the degree of freedom is evaluated as

       [tex]df = n - 1[/tex]

       [tex]df = 30 - 1[/tex]

       [tex]df = 29[/tex]

The test statistics is mathematically evaluated as

         [tex]t = \frac{ 2.482 - 3}{ 0.295}[/tex]

         [tex]t = -1.756[/tex]

The p-value is obtained from the the student t -distribution table , the value is  

        [tex]p-value = P( T \le t)= 2 * t_{ t, df } = t_{ -1.756 , 29 } = 2 *0.0448= 0.0896[/tex]

The reason for the 2 in the equation is because the test is a two -tailed test i.e  -1.756 and  1.756

Given that the [tex]p-value > \alpha[/tex] then we fail to reject the null hypothesis

Hence the test the suggest that the true average percentage of organic matter in such soil is something other than 3%

Answer:

14 miles

Step-by-step explanation:

Since we know that the distance of the paths from Cedarburg to Allenville is 22 and 13/16 miles, and we know the distance from Cedarburg to Lakeside is 8 and 13/16 miles.

We know that the total distance is made up of the distance from C to L and L to A.

So 22 and 13/16 = 8 and 13/16 + L to A

We can subtract 22 and 13/16 by 8 and 13/16 to get 14 miles.

Hope this helps.

Answer:

6 1/6 pounds

Step-by-step explanation:

since 2/3 coverted into sixths is 4/6, and 14-6 is 8, and 1/2 into sixths is 3/6, 4/6-3/6 is 1/6. You put the whole in the front and you have 6 1/6

Answer:

The answer is A 15,840, because 5,280 x 3 is equivalent to A

Answer:

A. x = 15,840 feet.

Step-by-step explanation:

[tex]\frac{5280 feet}{1 mile} =\frac{x feet}{3 miles}[/tex]

[tex]\frac{5280}{1} =\frac{x}{3}[/tex]

1 * x = 5,280 * 3

x = 15,840 feet

So, your answer is A. x = 15,840 feet.

Hope this helps!

Answer:

The sample size is  [tex]n = 2401[/tex]

Step-by-step explanation:

From the question we are told that

    The margin of  error is  [tex]E= 2\% = 0.02[/tex]

Given that the  confidence level is  95% then the level of significance is mathematically evaluated as

          [tex]\alpha = (100 - 95)\%[/tex]

            [tex]\alpha = 5\% = 0.05[/tex]

The  critical value of [tex]\frac{\alpha }{2}[/tex]  obtained from the normal distribution table is   [tex]Z_{\frac{\alpha }{2} } = 1.96[/tex]  

Let assume that the sample proportion is  [tex]\r p = 0.5[/tex]

 Generally the sample size is evaluated as

            [tex]n = [\frac{Z_{\frac{\alpha }{2} }}{E} ]^2 * \r p ( 1- \r p )[/tex]

            [tex]n = [\frac{1.96}{0.02} ]^2 * 0.5 ( 1- 0.5 )[/tex]

            [tex]n = 2401[/tex]

Answer:

Solution : Third Option

Step-by-step explanation:

The first step here is to make all the signs uniform. As you can see the third inequality has a less than sign, which we can change to a greater than sign by dividing negative one on either side, making the inequality y > - 7.

[tex]\begin{bmatrix}y>-3x+4\\ y>2x\\ y>-7\end{bmatrix}[/tex]

Now take a look at the third option. Of course the y - coordinate, 3, is greater than - 7, so it meets the third requirement ( y > - 7 ). At the same time 3 > 1( 2 ) > 2, and hence it meets the second requirement as well. 3 > - 3( 1 ) + 4 > - 3 + 4 > 1, meeting the first requirement.

Therefore, the third option is a solution to the system.

Answer:

0.1875

Step-by-step explanation:

Let A be the event that  class two has been chosen . So the probability of A would be P (A) = 1/2= 0.5

Now class two has 9 girls out of total 24 students . So the probability of chosing the girl would be= P (B=) 9/24= 0.375

So the probability that Classroom #2 was chosen at random, given that a girl was chosen is given by = P(A) . P(B)= 0.5 * 0.375= 0.1875

Another way of finding the probability that Classroom #2 was chosen at random, given that a girl was chosen is by drawing a tree diagram.

P (1/2) Class 1 ------------------------5 boys

                      -------------------------11 girls  (11/16)

P (1/2)  Class 2 -------------------------15 boys

                     -----------------------9 girls  P (9/24)   Class 2 was chosen (0.5) *9/24

Answer:

33%

Step-by-step explanation:

Increase is equal to (1064-800)

=264

So the percent = (264/800)×100

=33%

The factory's output went up by around 33% from last month to this month, reflecting a significant growth in television set production.

To calculate the percentage increase in production, we use the concept of percentage change.

The formula for percentage change is = [(new value - old value) / old value] × 100,

In this case, the old value is 800 (last month's production) and the new value is 1064 (this month's production).

The percentage increase in production can be calculated as follows:

[(1064 - 800) / 800] × 100 = (264 / 800) × 100 ≈ 33%.

Therefore, the production increased by approximately 33%.

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Answer:

-0.00411522633

Step-by-step explanation:

Answer:

está inglês não dá para entende

Answer:

582-600

1,234-1,200

640-600

770-800

1,104-1,100

Answer:

3

Step-by-step explanation:

a is 4 and 3 is x so 4+3=7

Answer: a=2 {x=3} r=1.         2(3)+ 1= 7

Step-by-step explanation:

Answer:

the approximate area of this circle is 200.96 inches long.

Step-by-step explanation:

To answer this problem we need to remember that the area of a circle is given by the formula:

Area = π[tex]r^2[/tex] where r is the radius.

and the perimeter is:

Perimeter = 2πr

Now, the problem tells us that the circle is enclosed by a piece of rope that's 50.24 inches long. So the perimeter of the circle is 50.24 inches.

Since we have the value of the perimeter and the value of pi, we are going to substitute these values in the perimeter formula to find r.

Perimeter = 2πr

50.24=2(3.14)r

50.24= 6.28r

50.24/6.28= r

8= r

Thus, the radius of the circle is 8 inches long.

Now, we can use this value to find the area of the circle:

Area = π[tex]r^2[/tex]

Area = π[tex]8^2[/tex]

Area = 3.14 (64)

Area = 200.96

Therefore, the approximate area of this circle is 200.96 inches long.

The approximate area of a circle enclosed by a piece of rope is 200.96 square inch.

The length of rope by which a circle is made, is known as circumference of circle.

Circumference of circle =  [tex]2\pi r[/tex]   , where r is radius of circle.

Since, length of rope is 50.24 inches.

                [tex]2\pi r=50.24\\\\r=\frac{50.24}{2*3.14}=8 inch[/tex]

Area of circle = [tex]\pi r^{2}[/tex]

                      = [tex]3.14 *(8)^{2}=200.96[/tex] square inch

Thus,  the approximate area of a circle enclosed by a piece of rope is 200.96 square inch.

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Answer:

83

Step-by-step explanation:

1∇2= (2+2^1)

=2+2=4

(4)∇3= (2+3^4)

=2+81

=83

Answer:

-5

Step-by-step explanation:

y = -0.5x + [?]

The equation is put in slope intercept form

slope intercept form: y = mx + b

where m = slope and b = y intercept

We want to find the y intercept.

the y intercept is the value of y when x = 0

looking at the table when x = 0, y = -5 so the y intercept is -5.

In other words -5 belongs in [?]

Answer:

B

Step-by-step explanation:

x can not be greater than (1,325-270)/26 because $270 is fixed for the rental

Hey there! I'm happy to help!

To find the volume of a cube, you simply take whatever the side length is and multiply it by itself 3 times, which is also known as cubing the number!

16×16×16=4096

You can also write it as 16³=4096

This is because the length is 16, the width is 16, and the height is 16, so you multiply them all together!

I hope that this helps! Have a wonderful day!

Answer:

[tex]V_2=305.14\ \text{inch}^3[/tex]

Step-by-step explanation:

The volume of a gas in a container varies inversely as the pressure on the gas.

[tex]V\propto \dfrac{1}{P}\\\\V_1P_1=V_2P_2[/tex]

If V₁ = 356 inch³, P₁ = 6 pounds/in², P₂ = 7 pounds/in², V₂ = ?

So, using the above relation.

So,

[tex]V_2=\dfrac{V_1P_1}{P_2}\\\\V_2=\dfrac{356\times 6}{7}\\\\V_2=305.14\ \text{inch}^3[/tex]

So, the new volume is [tex]305.14\ \text{inch}^3[/tex].

Answer:

0.44

Step-by-step explanation:

11/25 = 0.44 = 44%

Answer:

11/25

Step-by-step explanation:

since there are 25 students, there will be 25 choices, and the 25 will be the denominator

and there are 11 guys so there will be 11 choices of guys and the 11 will go on top

Answer:

See below.

Step-by-step explanation:

It depends on the sentence or phrase. If the sentence includes an operation of numbers or something related to comparing numbers, then maybe it can be translated into symbols. If the sentence or phrase has nothing to do with quantities, or operations or comparison of quantities, then probably it can't.

Examples:

1) The boy went for a walk.

There's nothing to translate into symbols in this case.

2) I had $10 in my bank account, then I deposited n dollars. Now I have $30 in my account.

In this case, I can translate the sentence into an equation.

10 + n = 30

Answer:

D: 450 miles

Step-by-step explanation:

So we know that Officer Jacobi drove 180 miles, which represents 40% of the total distance driven. In other words, 40% of the total distance traveled is 180. Thus (let D be the total distance traveled):

[tex]0.4D=180[/tex]

This equation is basically saying that 40% (0.4) of the total distance driven is 180 miles. To solve for the total distance D, we can divide both sides by 0.4. Thus:

[tex]0.4D=180\\D=450[/tex]

So the answer is D or 450 miles.

Note that there isn't a specific formula you would use. These types of problems require you to write out an equation yourself.

Answer:

80

Step-by-step explanation:

We can start of with Junior's age. Then if dad is twice as old as Junior, then we add 2 parts and get 3 parts. Then Gramps is twice as old as Dad so we add 4 parts and get 7 parts. Now we divided 140 by 7. We get 20. This is Junior's age. By looking at that, we know Dad is 40, and Gramps is 80.

Gramps is 80 years old.

Hi! I'm happy to help!

We can say that Junior is x years old. This would mean that Dad is 2x years old, and Gramps is 4x years old. All together, their age is 7x. We can write an equation to solve.

7x=140

Divide both sides by 7 to find out x.

x=20

This means that Junior is 20 years old. Dad is double that, so he is 40 years old. And Gramps is double that so he is 80 years old.

To check our answer we can add all of them together.

20+40+80

140

This means that Gramps is 80 years old.

I hope this was helpful, keep learning! :D

Correct question is ;

The grade appeal process at a university requires that a jury be structured by selecting eight individuals randomly from a pool of nine students and eleven faculty.​ (a) What is the probability of selecting a jury of all​ students? (b) What is the probability of selecting a jury of all​ faculty? (c) What is the probability of selecting a jury of six students and two ​faculty?

Answer:

A) 7.144 × 10^(-5)

B) 0.00131

C) 0.0367

Step-by-step explanation:

We are given;

Number of students = 9

Number of faculty members = 11

A) Now, the number of ways we can select eight students from 9 =

C(9, 8) = 9!/(8! × 1!) = 9

Also, number of ways of selecting 8 individuals out of the total of 20 = C(20,8) = 20!/(8! × 12!) = 125970

Thus, probability of selecting a jury of all​ students = 9/125970 = 7.144 × 10^(-5)

B) P(selecting a jury of all faculty) = (number of ways to choose 8 faculty out of 11 faculty)/(Total number of ways to choose 8 individuals out of 20 individuals) = [C(11,8)]/[C(20,8)] = (11!/(8! × 3!))/125970 = 0.00131

C) P(selecting a jury of six students and two faculty) = ((number of ways to choose 6 students out of 9 students) × (number of ways to choose 2 faculty out of 11 faculty))/(Total number of ways to choose 8 individuals out of 20 individuals) = [(C(9,6) × C(11,2)]/125970

This gives;

(84 × 55)/125970 = 0.0367

We know

[tex]\boxed{\sf Area=Length\times Breadth}[/tex]

[tex]\\ \sf\longmapsto x(4x)=36[/tex]

[tex]\\ \sf\longmapsto 4x^2=36[/tex]

[tex]\\ \sf\longmapsto x^2=\dfrac{36}{4}[/tex]

[tex]\\ \sf\longmapsto x^2=9[/tex]

[tex]\\ \sf\longmapsto x=\sqrt{9}[/tex]

[tex]\\ \sf\longmapsto x=3[/tex]

It's the third option.

Completing the square yields

x ² + 9x + 7 = 0

(x ² + 9x + 81/4) + 7 = 81/4

(x + 9/2)² + 7 = 81/4

Now solving for x gives

(x + 9/2)² = 53/4

x + 9/2 = ± √(53/4) = ± √53/2

x = (-9 ± √53)/2

Step-by-step explanation:

Here are some examples of ten integers (in this case prime numbers) chosen from 2 to 24;

2, 3, 5, 7, 9, 15, 17, 19, 21, 23

Lets take for example the integers 15 and 21, they have a common divisor 3 which is greater than 1. Which implies that the number 3 can divide through 15 and 21 without a remainder, that is, 21 ÷ 3 = 7, 15 ÷ 3 = 5. Also note that 3 is a divisor of 9.

Therefore, we could right say that within any set of ten integers chosen from 2 through 24, there are at least two integers with a common divisor greater than 1.