Miguel has a rectangular pool in his backyard. The pool measures 16 feet by 40 feet.
Miguel plans to build a rectangular deck around the pool that would be 6 feet wide at all points. What is the area of the deck? Help ASAP I will make YOU BRAINLIEST!

The correct option is C. Green image of triangle ABC.

How to find the rotated shape or coordinates of image about origin?

As we know that triangle ABC, is rotated 270° counterclockwise about the origin. So, the algebraic rule for a figure is,

90° Clockwise or 270° counter clockwise, (x,y) = (y,-x)

As, C(-3,3) which is equal to (3,3) from the algebraic rule.

And (3,3) belongs to 1st quadrant i.e. green image is the correct answer.

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Triangle below represents is  option  C. Green image of triangle ABC.

A triangle is a geometric shape with three sides and three angles. It is one of the most fundamental shapes in geometry and is used extensively in mathematics, physics, engineering, and many other fields. Triangles are often classified based on their angles and sides.

As we know that triangle ABC, is rotated 270° counterclockwise about the origin. So, the algebraic rule for a figure is,

90° Clockwise or 270° counter clockwise, (x,y) = (y,-x)

As, C(-3,3) which is equal to (3,3) from the algebraic rule.

And (3,3) belongs to 1st quadrant i.e. green image is the correct answer.

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By answering the presented question, we may conclude that As a result, the probability of picking a clown performer from the circus is 1/3, or 0.33. (rounded to two decimal places).

Probabilistic theory is a branch of mathematics that calculates the chance that an event or statement will occur or be true. A risk is a number between 0 and 1, where 1 denotes certainty and 0 indicates how probable an event is to occur. Probability is a mathematical term for the likelihood of a certain event occurring. Probabilities can also be expressed as integers between 0 and 1 or as percentages ranging from 0% to 100%. In relation to all other outcomes, the ratio of occurrences among equally likely alternatives that result in a certain event.

The likelihood of picking a clown performer from the circus is proportional to the number of clowns to the total number of circus artists.

The probability of picking a clown performer is the number of clowns divided by the total number of performers.

So,

The likelihood of picking a clown performer is 5/15.

By dividing the fraction's numerator and denominator by 5, we get:

The likelihood of picking a clown performer is 1/3.

As a result, the likelihood of picking a clown performer from the circus is 1/3, or 0.33. (rounded to two decimal places).

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Answer:

Step-by-step explanation:

708588 hope this helps

There will be six possibilities in the sample space if a notebook is selected at random.

the shop sells two types of notebooks and each notebook is offered in red, blue or yellow.

each of the two notebook kinds is available in three different colors.

As a result, there are a total of the following possibilities in the sample space:2 types of notebooks x 3 colors each = 6

Hence, the sample space contains six distinct alternatives.

they are,

Red type 1 notepad

Blue Type 1 notepad

Yellow type 1 notepad

Red type 2 notepad

Blue Type 2 notepad

Yellow type 2 notepad

therefore, the sample space contains six distinct alternatives.

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Answer:

102

Step-by-step explanation:

(b•h)/2

(12•17)/2

204/2

The sum οf [tex](x - 5x^2 - 12)[/tex] and [tex](4 + 11x - 3x^2)[/tex] is [tex]12x - 8x^2 - 8.[/tex]

The term "sum" can alsο be used tο describe a specific sum οf mοney. Yοu cοuld spend a cοnsiderable amοunt οf mοney οn a new car. Hοwever, if yοu tοtal up οr add up all οf its advantages, yοu might be able tο justifiably justify spending sο much.

When yοu add up the cοsts οf everything yοu οrdered at the restaurant, yοu can determine the final tοtal. It's nοt necessary fοr sum tο οnly refer tο numerical values. A summary οr general statement abοut sοmething is what yοu are giving when yοu sum sοmething up.

Tο find the sum οf [tex](x - 5x^2 - 12)[/tex] and [tex](4 + 11x - 3x^2)[/tex], we need tο add the like terms. Like terms are thοse terms that have the same variable raised tο the same pοwer.

Sο, the sum οf  [tex](x - 5x^2 - 12)[/tex] and [tex](4 + 11x - 3x^2)[/tex] is:

[tex](x + 11x) + (-5x^2 - 3x^2) + (-12 + 4)[/tex]

Simplifying, we get:

[tex]12x - 8x^2 - 8[/tex]

Therefοre, the sum οf [tex](x - 5x^2 - 12)[/tex] and [tex](4 + 11x - 3x^2)[/tex]  is [tex]12x - 8x^2 - 8.[/tex]

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Answer:

6)180-99=81

81+43=124

180-124=56

b=56

Answer:

The answer is B

Step-by-step explanation:

it looks right

The function that models the amount of money in Yasmin's savings account for a given week can be written as: f(x) = 3x + 5

where x represents the number of weeks since Yasmin opened the account.

The constant term of 5 represents the initial amount Yasmin deposited into the account when she opened it, and the coefficient of 3 represents the amount she adds at the end of each week.

For example, after 1 week, the amount of money in the account would be:

f(1) = 3(1) + 5 = 8

After 2 weeks:

f(2) = 3(2) + 5 = 11

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From the given data, the effectiveness of epoetin alfa, which is a medication used to treat anemia, can be determined through a blood test called a complete blood count (CBC).

The CBC measures the number of red blood cells, white blood cells, and platelets in the blood, as well as the levels of hemoglobin and hematocrit.

In patients receiving epoetin alfa, the goal is to increase the hemoglobin level and hematocrit to a target range that is appropriate for their condition. Therefore, monitoring these levels through regular CBCs can help determine whether the medication is effective and whether the dosage needs to be adjusted.

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I disagree with Brian's assertion that there is less fluctuation in the number of mystery novels simply because the mean number of mystery books is fewer than the mean number of adventure books.

The mean is merely one measure of central tendency and provides no information about the data's dispersion or variability. We would need to look at a measure of dispersion such as the range, variance, or standard deviation to see whether there is less variety in the quantity of mystery novels. If the range or standard deviation of the number of mystery books is less than that of adventure novels, we may claim that the number of mystery books is less variable. If, however, the If the range or standard deviation of the number of mystery novels is greater than that of adventure books, Brian's statement is false. As a result, we cannot establish whether or not there is less fluctuation in the quantity of mystery novels without knowing the dispersion of the data.

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The numbers 8 and 7, which have fixed values that never shift, are the constants.

A coefficient in mathematics is an integer or symbol that multiplies a variable or a variable product. In algebraic formulas, equations, and polynomials, coefficients are used. For instance, the coefficient of the variable x in the equation 3x + 5 is 3, and the coefficient of the constant term 5 is 1. The factors of x and y in the equation 2x + 3y = 7 are 2 and 3, respectively. Coefficients can be whole integers, fractions, or decimals and can have a positive, negative, or zero sign. They aid in the simplification of mathematical expressions and equations and serve to illustrate the relationship between variables.

given

3 coefficients

x is a variable.

8 and 7 are constants.

The coefficient in the equation 3x +  8 = 7 multiplies the variable x by the number 3.

We are looking for an unknown number, represented by the variable x. The numbers 8 and 7, which have fixed values that never shift, are the constants.

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Answer:

1

Step-by-step explanation:

i think

Answer:

To show how x² + 6x + 5 is equivalent to (x + 5)(x + 1), we can use the FOIL method, which stands for First, Outer, Inner, and Last.

First, we multiply the first term of each factor: x and x, which gives x².

Next, we multiply the outer terms of each factor: x and 1, which gives x.

Then, we multiply the inner terms of each factor: 5 and x, which gives 5x.

Finally, we multiply the last term of each factor: 5 and 1, which gives 5.

Adding up these terms, we get:

x² + x + 5x + 5

Simplifying by combining like terms, we get:

x² + 6x + 5

This is the same as the original expression. Therefore, we have shown that:

x² + 6x + 5 = (x + 5)(x + 1)

Step-by-step explanation:

Using the conversion factor we know that Maya sled down a total of 60 ft of both hills.

A conversion factor is a number that is used to multiply or divide one set of units into another.

If a conversion is required, it must be done using the correct conversion factor to get an identical value.

For instance, 12 inches equals one foot when converting between inches and feet.

Conversion factors' function in the Medicare fee structure.

Every year, the CF is calculated using the CF from the year before, with the Medical Economic Index, the Update Adjustment Factor, Legislative Change, and Budget Neutrality factors are taken into account.

So, we know that:

1 inch = 0.0833333 ft

Then,

432 inches = 36 ft

Then, total ft Maya sled down:

= 24 ft + 36 ft

= 60 ft

Therefore, using the conversion factor we know that Maya sled down a total of 60 ft of both hills.

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The probability of observing an 84°F temperature or higher in LA during a randomly chosen day in June is 0.1151 and the temperature of the coldest 10% of the days (days with lowest average high temperature) during June in LA is approximately 71.6°F.

Let X be the random variable that represents the average daily high temperature in LA in June. Then X ~ N(μ = 78, σ = 5). The probability of observing an 84°F temperature or higher in LA during a randomly chosen day in June is given by: P(X > 84) = P(Z > (84 - 78) / 5) = P(Z > 1.2) = 0.1151 (rounded to 4 decimal places)

To find the temperature of the coldest 10% of the days (days with lowest average high temperature) during June in LA, we need to find the 10th percentile of the distribution. Using a z-score table, we can find the z-score corresponding to the 10th percentile: z = -1.28. Thus, the temperature of the coldest 10% of the days during June in LA is given by: x = μ + zσ= 78 + (-1.28)(5)≈ 71.6°F (rounded to 1 decimal place)

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Answer:

We can start by using the formula:

distance = speed x time

We know that Oliver traveled 66 miles in 4 hours, so we can use this information to find his speed:

speed = distance / time

speed = 66 miles / 4 hours

speed = 16.5 miles per hour

Now that we know Oliver's speed, we can use the same formula to find how many miles he could travel in 14 hours:

distance = speed x time

distance = 16.5 miles per hour x 14 hours

distance = 231 miles

Therefore, Oliver could travel 231 miles in 14 hours at this speed.

The percentage gain is 45%

To calculate the percentage gain on your investment, you need to find the difference between the selling price and the buying price, divide that difference by the buying price, and then multiply by 100 to get the percentage.

The difference between the selling price and the buying price is:

$21.75 - $15 = $ 6.75

So the gain on the investment is $ 6.75 per share.

To find the percentage gain, you divide the gain by the buying price:

$6.75 ÷ $15 = 0.45

Then, multiply by 100 to convert this into a percentage :

0.45 x 100% = 45%

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The approximate volume of rubber used to make the ball is 636.24 cubic centimeters.

To find the volume of the concave space inside the ball, we need to abate the volume of the ball with a  lower compass. The compass of the inside  face of the ball can be  set up by abating the consistence of the rubber from the compass of the outside  face   = r_outside-

consistence  =  6- 2  =  4 centimeters  

The volume of the concave space inside the ball can be  set up using the same formula as below but with the  lower compass   = (4/3)πr_i

nside3  = (4/3) π( 4) 3  

= (4/3) π( 64)

≈268.08 boxy centimeters  

Eventually, the volume of rubber used to make the ball is the difference between the volume of the entire ball and the volume of the concave space inside   =  V-V_hollow  ≈

=904.32-268.08  

=636.24 cubic centimeters

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The coordinates of point Y are (10 - x1, 4y1 - 10), where (x1, y1) are the coordinates of point T.

If W is the midpoint of segment TY, then the coordinates of W are the average of the coordinates of T and Y. Using the midpoint formula, we can find the coordinates of Y:

Let the coordinates of T be (x1, y1) and the coordinates of Y be (x2, y2).

x-coordinate of W = (x-coordinate of T + x-coordinate of Y) / 2

y-coordinate of W = (y-coordinate of T + y-coordinate of Y) / 2

Putting in the coordinates of W and T, we get:  5 = (x1 + x2) / 2

y-coordinate of Y = 2y1 - y-coordinate of W

y-coordinate of Y = 2y1 - (y1 + y2) / 2

Simplifying these equations, we get:

x1 + x2 = 10

y2 = 4y1 - 10

From the first equation, we can solve for x2:  x2 = 10 - x1

Putting this into the second equation, we get:  y2 = 4y1 - 10

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The final answer is: ∫(2x-1)÷[(x-3)(x+2)]dx = ln|x-3| + ln|x+2| + C

What is Integration ?

In calculus, integration is the inverse operation of differentiation. It is a mathematical technique used to find the integral of a function. The integral of a function f(x) is another function F(x), which gives the area under the curve of f(x) from a certain point to another.

To perform the integration of the given function:

∫(2x-1)÷([tex]x^{2}[/tex]-x-6)dx

First, we need to factor the denominator:

[tex]x^{2}[/tex]- x - 6 = (x-3)(x+2)

So we can rewrite the integral as:

∫(2x-1)÷[(x-3)(x+2)]dx

Next, we need to decompose the fraction into partial fractions:

(2x-1)÷[(x-3)(x+2)] = A÷(x-3) + B÷(x+2)

Multiplying both sides by (x-3)(x+2), we get:

2x-1 = A(x+2) + B(x-3)

Substituting x=3, we get:

5A = 5

A = 1

Substituting x=-2, we get:

-5B = -5

B = 1

So we have:

(2x-1)÷[(x-3)(x+2)] = 1÷(x-3) + 1÷(x+2)

Substituting this back into the integral, we get:

∫(2x-1)÷[(x-3)(x+2)]dx = ∫[1÷(x-3) + 1÷(x+2)]dx

Using the first rule of integration, we get:

∫[1÷(x-3) + 1÷(x+2)]dx = ln|x-3| + ln|x+2| + C

where C is the constant of integration.

Therefore, the final answer is: ∫(2x-1)/[(x-3)(x+2)]dx = ln|x-3| + ln|x+2| + C

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[tex] \displaystyle \int \rm \: \dfrac{2x - 1}{ {x}^{2} - x - 6 } dx[/tex]

Answer:

[tex] \underline{\boxed{\rm = ln |x + 2| + ln |x - 3| + C}}[/tex]

Step-by-step explanation:

[tex] = \displaystyle \int \rm \: \dfrac{2x - 1}{ {x}^{2} - x - 6 } dx[/tex]

[tex] = \displaystyle \int \rm \: \dfrac{2x - 1}{ {x}^{2} - 3x + 2x - 6 } dx[/tex]

[tex] = \displaystyle \int \rm \: \dfrac{2x - 1}{ x(x - 3) + 2(x - 3) } dx[/tex]

[tex] = \displaystyle \int \rm \: \dfrac{2x - 1}{ (x + 2) (x - 3)} dx[/tex]

[tex] \rm \: Let : \displaystyle \rm \: \dfrac{2x - 1}{ (x + 2) (x - 3) } = \dfrac{A }{x + 2} + \dfrac{B}{x - 3} [/tex]

[tex]\rm\implies\displaystyle \rm \: \dfrac{2x - 1}{ (x + 2) (x - 3) } = \dfrac{A(x - 3) + B(x + 2) }{(x + 2)(x - 3)} \\ [/tex]

[tex] \rm \implies\displaystyle \rm \: {2x - 1}{ } = {A(x - 3) + B(x + 2) } \\ [/tex]

Put x = 3 , we get

[tex] \rm \implies\displaystyle \rm \: {6 - 1}{ } = {A(3- 3) + B(3 + 2) } \\ [/tex]

[tex] \rm \implies\displaystyle \rm \: {5}{ } = 5 B \\ [/tex]

[tex] \implies \rm \: B = 1[/tex]

Again

put put x = -2

[tex] \rm \implies\displaystyle \rm \: { - 4- 1}{ } = {A( - 2- 3) + B( - 2 + 2) } \\ [/tex]

[tex] \rm \implies\displaystyle \rm \: { - 5}{ } = {A( - 5) } \\ [/tex]

[tex] \rm \implies\displaystyle \rm A = 1 \\ [/tex]

Thus ,

[tex] \displaystyle \int \rm \: \dfrac{2x - 1}{ (x + 2) (x - 3)} dx = \int\dfrac{1}{x + 2} dx + \int \dfrac{1}{x - 3} dx[/tex]

[tex] \rm = ln |x + 2| + ln |x - 3| + C[/tex]

[tex] \tt\int \dfrac{dx}{ {x}^{2} + {a}^{2} } = \frac{1}{a} { \tan}^{ - 1} \frac{x}{a} + c \\ [/tex]

[tex] \tt\int \dfrac{dx}{ {x}^{2} - {a}^{2} } = \frac{1}{2a} log \frac{x - a}{x + a} + c \\ [/tex]

[tex] \tt\int \dfrac{dx}{ {a}^{2} - {x}^{2} } = \frac{1}{2a} log \frac{a + x}{a - x} + c \\ [/tex]

[tex] \tt\int \: \dfrac{dx}{ \sqrt{ {x}^{2} + {a}^{2} } } = log|x + \sqrt{ {a}^{2} + {x}^{2} } | + c \\ [/tex]

[tex] \tt\int \: \dfrac{dx}{ \sqrt{ {x}^{2} - {a}^{2} } } = log|x + \sqrt{ {x}^{2} - {a}^{2} } | + c \\ [/tex]

[tex] \tt \int \: \dfrac{dx}{ {a}^{2} - {x}^{2} } = { \sin }^{ - 1} \bigg(\dfrac{x}{a} \bigg) + c \\ [/tex]

[tex] \tt \int \: \sqrt{ {x}^{2} + {a}^{2} } dx \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \: \\= \tt \dfrac{x}{2} \sqrt{ {a}^{2} + {x}^{2} } + \dfrac{ {a}^{2} }{2} log |x + \sqrt{ {x}^{2} + {a}^{2} }| + c[/tex]

Answer: -6(p - 6) can be simplified using the distributive property of multiplication:

-6(p - 6) = -6 * p - (-6 * 6)

= -6p - (-36)

= -6p + 36

Therefore, -6(p - 6) is equivalent to -6p + 36.

Step-by-step explanation:

Answer:

One possible rational expression that simplifies to 2x/(x+1) and meets the given restrictions is:

(4x^2 - 2x - 3) / [(x + 1)(x - 3)(x - 2)]

To see why this expression simplifies to 2x/(x+1), we can simplify the numerator and denominator separately:

Numerator:

2x(2x-1) = 4x^2 - 2x

Denominator:

(x+1)(x-3)(x-2)

Multiplying the numerator and denominator by -1 gives:

(-2x)(2x-1) / [(3-x)(2-x)(1+x)]

Then, we can rearrange the factors in the denominator to get:

(-2x)(2x-1) / [(x+1)(x-2)(x-3)]

Now we have the desired rational expression that simplifies to 2x/(x+1) and has the given restrictions on x.

Step-by-step explanation:

Answer:

5h

Step-by-step explanation:

300÷60=5

km÷km/h=h

=5h

False: It is the same to reflect the graph of y = cos x across the y-axis as it is across the x-axis.

A 180° rotation about the origin is a transformation that would have the same outcome as a reflection over the x-axis followed by a reflection over the y-axis. The x-coordinate of each point must be negated while reflecting across the Y axis, but the -value must remain unchanged.

By graphing y=-f(x), we may reflect the graph of any function f about the x-axis, and by graphing y=f, we can reflect the graph about the y-axis (-x). By graphing y=-f, we can even reflect it about both axes (-x).

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P = 83.57% after rounding to the closest two decimal places.

As a result, roughly 83.57% of these procedures are successful and infection-free.

We must deduct the percentage of operations that fail, are infected, or both from 100% in order to get the proportion of operations that are successful and free of infection.

Let P represent the proportion of procedures that are both successful and infection-free.

We are aware that 14% of surgeries fail due to repair failure, and 3% of operations result in infection. Hence, 3% + 14% - 0.57% = 16.43% of surgeries have either an infection or a failure, or both.

Hence, 100% - 16.43% = 83.57% is the proportion of surgeries that are successful and free of infection.

P = 83.57% after rounding to the closest two decimal places.

As a result, roughly 83.57% of these procedures are successful and infection-free.

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Check the picture below.

Make sure your calculator is in Degree mode.

[tex]\tan(43^o )=\cfrac{\stackrel{opposite}{4.1}}{\underset{adjacent}{x}}\implies x=\cfrac{4.1}{\tan(43^o )}\implies x\approx 4.4[/tex]

Using a trigonometric relation we can see that x = 4.4 units.

Here we can see a right triangle, where we can see that 4.1 is one of the legs, and x is the other leg.

We also can see that the angle adjacent to x is 43°.

Then we can use the trigonometric relation to find the value of x:

tan(43°) = 4.1/x

Solving for x:

x = 4.1/tan(43°)

x = 4.4

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Answer:

6 + 5h
h = The number of hours he can work in the yard.

1. 55%

2. 60%

3. 35%

4. 95%

5. 40%

1. The probability that a randomly selected student is male is 0.55 (55%).

2. The probability that a randomly selected female student is registered in the 2-year diploma program is 0.6 (60%).

3. The probability that a randomly selected male student is registered in the 1-year certificate program is 0.35 (35%).

4. The probability that a randomly selected student is female or is registered in a 2-year diploma program is 0.95 (95%).

5. The events “1-year program” and “male” are not independent as the probability of one event affects the probability of the other event. For example, the probability of a randomly selected male student being registered in the 1-year certificate program is 0.35 (35%), which is lower than the overall probability of a randomly selected student being registered in the 1-year certificate program (0.4 or 40%).

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