how to find the area​

Answer:

The depth of the swimming pool is 2.52 meters

Step-by-step explanation:

To solve this problem properly, the first thing we are to do is to ensure that we are working in the same units at all points in time during the solution.

First of all, we will convert the length and breadth of the pool from feet to yards.

1 foot = 0.3333 yards

30 feet = 10 yards

20 feet = 6.67 yards.

The next step is to find the depth of the swimming pool using the volume and the available dimensions.

From the dimensions given, we can tell that the swimming pool will have a cuboidal shape. This means that the volume will be = length X breadth X depth.

hence we have

184 = 10 X 6.67 X depth

depth = 2.76 yards.

The final step will be to convert the answer we obtained in yards to meters.

1 yard = 0.9144metres

2.76 yards = 2.52 meters

The depth of the swimming pool is 2.52 meters

Answer:  d. 40°

Step-by-step explanation:

Use the Cofunction Identity:    sin Ф = cos (90° - Ф)

sin Ф = cos (Ф + 10) = cos (90° - Ф)

⇒                   Ф + 10 = 90 - Ф

                   2Ф + 10 = 90

                          2Ф  = 80

                             Ф = 40

Answer:

I think its 1 baby because the 6 1/4 is 2 babies and the 8 1/2 is 3 babies so if you subtract 3 from 2 you get 1.

One more baby  weighed  [tex]8\frac{1}{2}[/tex]  pounds than  [tex]6\frac{1}{4}[/tex] pounds.

Graph is a mathematical representation of a network and it describes the relationship between lines and points.

Given that The weights of babies born at a hospital in November are shown in a line plot.

The babies weighed at [tex]8\frac{1}{2}[/tex] pounds are 3 babies.

The babies weighed at [tex]6\frac{1}{4}[/tex] pounds are 2 babies.

We have to find the number of babies weighed  [tex]8\frac{1}{2}[/tex]  pounds than  [tex]6\frac{1}{4}[/tex] pounds.

So we have to subtract 2 from 3

3-2 is one

Hence, One more baby  weighed  [tex]8\frac{1}{2}[/tex]  pounds than  [tex]6\frac{1}{4}[/tex] pounds.

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tan(20) can be written in fractions if you want to, but it is easier to write it in a decimal number when it is punched into a calculator.

You can find the exact value of sin, cos, and tan for some values.

tan() is a trigonometric function that is used when calculating angles or side lengths in a triangle.

Answer:

  152°

Step-by-step explanation:

Angles B and A of the isosceles triangle have the same measures, so we have ...

  ∠B = ∠A

  (x -14)° = (x/2)°

  2x -28 = x . . . . . . divide by °, multiply by 2

  x = 28 . . . . . . . . . .add 28-x to both sides

Then the base angles, A and B, both have measure (x/2)° = 14°.

The third angle, C, will bring the total to 180°.

  ∠A + ∠B + ∠C = 180°

  ∠C = 180° - 2(14°)

  ∠C = 152°

Answer:

[tex] \boxed{ \bold{ \huge{ \boxed{ \sf - 4x + 19}}}}[/tex]

Step-by-step explanation:

[tex] \sf{5(x + 3) - (9x - 4)}[/tex]

Distribute 5 through the parentheses

⇒[tex] \sf{5x + 15 - (9x - 4)}[/tex]

When there is a ( - ) in front of an expression in parentheses, change the sign of each term in the expression. Also, remove the parentheses

⇒[tex] \sf{5x + 15 - 9x + 4}[/tex]

Collect like terms

⇒[tex] \sf{5x - 9x + 15 + 4}[/tex]

⇒[tex] \sf{ - 4x + 15 + 4}[/tex]

Add the numbers : 15 and 4

⇒[tex] \sf{ - 4x + 19}[/tex]

Hope I helped!

Best regards!!

Answer:

96,190 sq m

Step-by-step explanation:

96,187

7 is greater than 5 so we round up

8 + 1 is 9

Therefore 96,187 rounded to the nearest ten is 96,190

Hope this helped~

Your local smart crackhead

Answer:

ans is 58°

Step-by-step explanation:

it is a straight line so the angle is 180°

so the angle of CED is

CED + 122° = 180°

CED = 180 - 122 = 58°

Answer: 45 1/2

Step-by-step explanation:

Volume = 3 1/2 x 4 x 3 1/4

= 91/2

= 45 1/2 or 45.5

Answer:

45. 1/2 cubic inches

Step-by-step explanation:

Since volume of a cube = length x width x height, or V=Bh, we need to multiply 3 1/2, 4, and 3 1/4 together. 3.5 (3 1/2) x 4 = 14. 14 x 3.25 (3 1/4) is 45.5. This is also 45 1/2 in fraction form.

Answer:

slope = 3

Step-by-step explanation:

The slope of a line parallel to the given equation share the same slope. Note the slope intercept formula:

y = mx + b

y = (x , y)

m = slope

x = (x , y)

b = y-intercept

First, isolate the variable, y. Subtract 3x from both sides:

3x (-3x) - y = 1 (-3x)

-y = -3x + 1

Next, divide -1 from both sides:

(-y)/-1 = (-3x + 1)/-1

y = 3x - 1

You are solving for the slope of a line parallel to the given equation. Since you are solving for parallel, the slope would be shared.

3 would be the slope of the line.

~

Answer:yes

Step-by-step explanation:

Answer:

1. Gender - qualitative

2. Age - Quantitative (Discrete)

3. Grade point Average - quantitative (Continuous )

4. Number of courses currently enrolled - quantitative (discreet)

5. Enrollment Status - qualitative

Step-by-step explanation:

Qualitative variables are those which are non-numeric, usually made up of strings or words. The quantitative variables are numeric, usually composed of digits and numbers.

Discreet variables have a finite or limited number of values which are countable as opposed to continuous variables with a non-finite range and hence, uncountable.

Gender is a qualitative variable as it is composed of non-nemeric labels which could be either Male or Female.

Age - is numeric and hence quantitative, since age is usually expressed in years, hence it is discreet.

Grade point Average is a quantitative and continuous variable due to its numeric nature and the fact that it can take up an infinite number of possible values including decimal values.

Number of courses enrolled is numeric can take a finite number of values, hence, it is discreet.

Enrollment status is qualitative as it is split into :

Part time or full time.

Answer:It will be -14 degrees, because in the negative side, droping or subtracting, would instead be adding. -9 - 5 = -14.

                                                                    9 + 5 = 14

Step-by-step explanation:

Answer:

- 14, - 7 or 7, 14

Step-by-step explanation:

Let the the two integers be x and (x + 7)

[tex] \therefore \: x(x + 7) = 98 \\ {x}^{2} + 7x - 98 = 0 \\ {x}^{2} + 14x - 7x - 98 = 0 \\ x(x + 14) - 7(x + 14) = 0 \\ (x + 14)(x - 7) = 0 \\ (x + 14) = 0 \: or \: (x - 7) = 0 \\ x = - 14 \: or \: x = 7 \\ \\ when \: x = - 14 \\ x + 7 = - 14 + 7 = - 7 \\ \\ when \: x = 7 \\ x + 7 = 7 + 7 = 14 \\ [/tex]

Hence the required integers are - 14, - 7 or 7, 14

Answer:

He will pay $922 Eve month where

$238.6667 is the interest in the payment

Step-by-step explanation:

Eric Shotwell borrows $24,600 from a certain bank. The interest charge amounts to $8,592 to be paid back in 36 months monthly.

Total money to be paid back

= 24600+8592

Total money to be paid back

= $33192

Now for each month in 36 months, a certain amount must be paid

That amount= 33192/36

= $922

But if the interest wasn't added

He'll pay= 24600/36

=$683.333

So the interest amount in the payment every month= 922-683.333.

= $238.6667

He will pay $922 Eve month where

$238.6667 is the interest in the payment

Total money to be paid back

= 24600+8592

= $33192

Now for each month in 36 months, a certain amount must be paid

That amount= [tex]33192\div36[/tex]

= $922

Now in the case when the interest wasn't added

He'll pay= [tex]24600\div 36[/tex]

=$683.333

So the interest amount in the payment every month is

= 922-683.333.

= $238.6667

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Answer:

[tex]=2w\left(w+4\right)\left(w-4\right)[/tex]

Step-by-step explanation:

[tex]2w^3 - 3\\\\\mathrm{Factor\:out\:common\:term\:}2w:\quad 2w\left(w^2-16\right)\\=2w\left(w^2-16\right)\\\\\mathrm{Factor}\:w^2-16:\quad \left(w+4\right)\left(w-4\right)\\=2w\left(w+4\right)\left(w-4\right)[/tex]

Answer:

[tex]=2w\left(w+4\right)\left(w-4\right)[/tex]

Step-by-step explanation:

[tex]2w^3 - 32w\\[/tex]

Factor out 2w from the expression

[tex]2w(w^2+16)[/tex]

Factor (w^2+16) according to difference of two squares principle

[tex](w^2 +16) = (w+4)(w-4)\\2w((w+4)(w-4)))[/tex]

Answer:

2(x-7) > 1/10

Step-by-step explanation:

The statement says, twice the difference of x and 7.  This implies that it wants the difference of x and 7, x - 7, and it wants twice that difference so:

2 ( x - 7 )

The statement continues that this twice the difference of x and 7 is greater than the reciprocal of 10.  The reciprocal of 10 is 0.1 or 1/10.

Hence, the statement should be written as such:

2 ( x - 7 ) > 1/10   OR    2 ( x - 7 ) > 0.1

Cheers.

Answer:

The area of P is 9 times the area of Q

Step-by-step explanation:

From P to Q

The side lengths are

6 : 2

Divide each side by 2

3:1

From length to area we square the scale factor

3^2 : 1^2

9 : 1

P to Q area is 9 to 1

The area of P is 9 times the area of Q

Answer:

Step-by-step explanation

In this problem. we are required to re-write the given number from  scientific notation to standard notation and from standard notation to scientific notation

Exercise a

5.32 x 10-6 meters.

Since we have  10-6, this tells us that we are meant to shift 6 decimal points to the left that is we have

0.00000532 meters

Exercise b

In this example, we are expected to shift 5 decimals away from the decimal point to the right to arrive at the answer therefore we have to multiply by 10^5

hence the equivalent figure in scientific notation is   1.21*10^5 hence

121,000 meters.

1.21*10^5 meters

Answer:

2x-14 = -37

Step-by-step explanation:

7x + 4 = -19 + 5x,

Subtract 5x from each side

7x-5x + 4 = -19 + 5x -5x

2x +4 = -19

Subtract 4 from each side

2x +4-4 = -19 -4

2x = -23

We want to find 2x -14

2x = -23

2x-14

-23-14

-37

Answer:

-37

Step-by-step explanation:

First, let's solve for x.

7x+4= -19+5x

Subtract 5x from both sides of the equation.

(7x-5x)+4= -19 (+5x-5x)

(7x-5x)+4=-19

2x+4=-19

Subtract 4 from both sides of the equation.

2x(+4-4)=(-19-4)

2x=(-19-4)

2x= -23

Divide both sides of the equation by 2.

2x/2= -23/2

x= -23/3

x= -11.5

Next, let's find what 2x-14 is equal to. Substitute -11.5 in for x.

2x-14

2(-11.5)-14

Multiply 2 and -11.5

-23-14

Subtract 14 from -23.

-37

2x-14 is equal to -37.

Answer:

9x^4 -x

Step-by-step explanation:

( -8x + 3x^4 ) - ( -7x - 6x^4 )

Distribute the minus sign

( -8x + 3x^4 ) +7x + 6x^4

Combine like terms

3x^4 + 6x^4  -8x +7x

9x^4 -x

Answer:

x + 9x^4

Step-by-step explanation:

There is some confusion here.  You likely meant by "3x 4" the power term 3x^4 and by "6x 4" the power term 6x^4.   " ^ " indicates exponentiation.

Step 1:  Eliminate the parentheses.  Simply drop them from the first term.

The first term becomes -8x + 3x^4 and the second term becomes 7x + 6x^4.

Now combine like terms:

 -8x + 3x^4

+ 7x + 6x^4

------------------

    x + 9x^4

Answer:

p=0

Step-by-step explanation:

When you isolate both variables, one side becomes 0.

Answer:

p = 0

Step-by-step explanation:

16p=208p

Subtract 208p from both sides.

16p−208p=0

Combine 16p and −208p to get −192p.

−192p=0

Product of two numbers is equal to 0 if at least one of them is 0. Since −192 is not equal to 0, p must be equal to 0.

p=0

Answer:

Step-by-step explanation:

[tex]Let \:the\:length\:be \:x\\Perimeter = 42 cm\\Width = x -7\\\\P = 2(l+b)\\\\42 = 2(x+(x-7))\\\\42 = 2(x +x-7)\\42 = 2(2x-7)\\42 = 4x -14\\Collect\:like\:terms\\\\42+14=4x\\56 = 4x\\\\Divide \:both\:sides\:of\:the\:equation\:by \:4\\\frac{56}{4} = \frac{4x}{4} \\\\14 =x\\Length = 14\\Width = x-7\\Width = 14-7\\\\Width = 7[/tex]

Answer: $117.59

Step-by-step explanation:

Answer:

We conclude that the mean amount packaged is equal to 8.17 ounces.

Step-by-step explanation:

We are given that in a particular sample of 50 packages, the mean amount dispensed is 8.171 ​ounces, with a sample standard deviation of 0.052 ounces.

Let [tex]\mu[/tex] = population mean amount packaged.

So, Null Hypothesis, [tex]H_0[/tex] : [tex]\mu[/tex] = 8.17 ounces    {means that the mean amount packaged is equal to 8.17 ounces}

Alternate Hypothesis, [tex]H_A[/tex] : [tex]\mu\neq[/tex] 8.17 ounces    {means that the mean amount packaged is different from 8.17 ounces}

The test statistics that will be used here is One-sample t-test statistics because we don't know about the population standard deviation;

                               T.S.  =  [tex]\frac{\bar X-\mu}{\frac{s}{\sqrt{n} } }[/tex]  ~  [tex]t_n_-_1[/tex]

where, [tex]\bar X[/tex] = sample mean amount dispensed = 8.171 ounces

             s = sample standard deviation = 0.052 ounces

            n = sample of packages = 50

So, the test statistics =  [tex]\frac{8.171-8.17}{\frac{0.052}{\sqrt{50} } }[/tex]  ~   [tex]t_4_9[/tex]

                                    =  0.1359  

The value of t-test statistics is 0.1359.

Also, the P-value of test-statistics is given by;

the meaning of the​ p-value is that the p-value is the probability of obtaining a sample mean that is equal to or more extreme than 0.001 ounces away from8.17 if the null hypothesis is true.

                    P-value = P( [tex]t_4_9[/tex] > 0.136) = More than 40% {from the t-table}

Since the P-value of our test statistics is more than the level of significance of 0.01, so we have insufficient evidence to reject our null hypothesis as it will not fall in the rejection region.

Therefore, we conclude that the mean amount packaged is equal to 8.17 ounces.

Answer:

$305

Step-by-step explanation:

You have to use the following formula to calculate the accrued amount:

A=P(1 + rt), where:

A= accrued amount

P= principal amount= $250

r= rate of interest= 11%

t= time period= 2 years

Now, you have to replace the values in the formula:

A=250*(1+0.11*2)

A=250*(1+0.22)

A=250*1.22

A=305

According to this, at the end of 2 years, Jess owes the bank $305.

Answer:

divide 16/20

Step-by-step explanation:

Answer:

4 : 5

Step-by-step explanation:

ratio between 16 and 20

[tex] = \frac{16}{20} = \frac{4 \times 4}{4 \times 5} = \frac{4}{5} = 4 : 5 \\ [/tex]

Answer:

B, Between -40 and -50

Step-by-step explanation:

Because, X lies between hask mark 4 and 5 to the left of 0, which would make it -40 and -50.

Answer:

5.35

Step-by-step explanation:

Answer:

5.29150262213

Step-by-step explanation:

There is no pattern that repeats and it cannot be written as a fraction of two whole numbers.