Answer: Hello Luv......
380 (There is no picture i'm sorry,)
Step-by-step explanation:
A = L + B = a2 + a√(a2 + 4h2))
Hope this helps. Mark me brainest please.
Anna ♥
HELP LOL!!
What is the independent variable?
Amplitude
Frequency
Tension
Density
Speed
6. What is the dependent variable?
Amplitude
Frequency
Tension
Density
Speed
7. What are the constants? (Choose 3)
Amplitude
Frequency
Tension
Density
Speed
The graph below shows the balance remaining on Jason's loan after he makes each payment. Jason's Loan Balance y 2,100 1,800 1,500 1,200 Balance Remaining (dollars) 900 600 300 0 1 2 3 4 5 6 7 8 9 10 11 12 Number of Payments Made Based on this graph, what will be the balance remaining on Jason's loan after he makes the 12th payment? A $750 B $150 C $450 D $300
Answer:
D $300
Step-by-step explanation:
I did a test with that question and got it correct
Answer:
D $300 Step-by-step explanation:
Triangle DEF is shown below.
Use the drop-down menu to explain how to determine the angle measures of any triangle that is similar to triangle DEF. Click the arrows to choose and answer from each menu.
A triangle similar to DEF will have an angle that measures *choose...* degrees, an angle that measures *choose...* degrees, and an angle that measures *choose...* degrees
Answer:
A triangle similar to DEF will have an angle that measures 45 degrees, an angle that measures 65 degrees, and an angle that measures 70 degrees
Step-by-step explanation:
Given
See attachment for complete question
Required
Angles of a triangle similar to [tex]\triangle DE F[/tex]
First, calculate the angle at D
[tex]D + 110^o = 180^o[/tex] ---- angle on a straight line
Collect like terms
[tex]D = 180^o - 110^o[/tex]
[tex]D = 70^o[/tex]
Next, calculate the angle at F
[tex]F + 135^o = 180^o[/tex] ---- angle on a straight line
Collect like terms
[tex]F = 180^o -135^o[/tex]
[tex]F = 45^o[/tex]
Lastly, the angle at E
[tex]D + E + F = 180^o[/tex] --- angles in a triangle
Make E the subject
[tex]E = 180^o - D - F[/tex]
[tex]E = 180^o - 70^o - 45^o[/tex]
[tex]E = 65^o[/tex]
A triangle similar to [tex]\triangle DE F[/tex] will have 45, 70 and 65 degrees as its angles
Mike has 48 coins. 5/8 are dimes. How many dimes are there?
Answer:
30 dimes
Step-by-step explanation:
Multiply the number of coins by the fraction that are dimes to determine the number of dimes
48*5/8 =30
Helphelp help help help
Answer:
very difficult for me so ask someone
Using the table below, calculate the average rate of change over the interval [-1, 1).
х
1
-2
-1
-1
-2
0
-1
у
2
CA. 4
с В.
-4
OC. -2
thing
D. 2
Answer:
2.
Step-by-step explanation:
I have the same thing as u. it's 2.
Sarah has a new puppy and she wants to maximize her outdoor time, so she builds her a fenced in play area. She has 40 feet of fencing, and she wants to fence off a rectangular area next to her house. The house will be one side of the play area, so that side needs no fencing. In order for the puppy to have adequate space, the area needs to be at least 5 feet long and5 feet wide. What is the largest area she could have? Is there a smallest area she could have if she wants to use all 40 feet of fencing?
Answer
Step-by-step explanation:
yes 20 feet long
The largest possible area for the play area would be 200 square feet when the width is 10 feet and the length is 20 feet. The smallest area she could have while using all 40 feet of fencing is 100 square feet.
To maximize the area of the play area, we can consider the dimensions that will allow for the largest possible rectangle. Let's denote the width of the play area as "w" (in feet) and the length as "l" (in feet).
Since one side of the play area is already taken care of by the house, we need to use the remaining 40 feet of fencing to enclose the other three sides.
We have two equal sides (width) and one side (length) that needs to be fenced.
Considering the given conditions:
The area needs to be at least 5 feet long and 5 feet wide.
The total length of the fencing is 40 feet.
Let's consider the possible scenarios:
Scenario 1: The width and length are both 5 feet.
In this case, the total length of the fencing required would be:
2 * 5 feet (width) + 5 feet (length) = 15 feet.
However, since we have 40 feet of fencing available, this scenario is not possible.
Scenario 2: The width is 10 feet, and the length is 20 feet.
In this case, the total length of the fencing required would be:
2 * 10 feet (width) + 20 feet (length) = 40 feet.
This scenario satisfies all the given conditions and uses all 40 feet of fencing. The area in this case would be:
Area = Width * Length = 10 feet * 20 feet = 200 square feet.
Therefore, the largest possible area for the play area would be 200 square feet when the width is 10 feet and the length is 20 feet.
As for the smallest area she could have while using all 40 feet of fencing, that would be when the play area is a square. Since all sides of a square are equal, the play area would be a square with sides of 10 feet each. The area in this case would be:
Area = Side * Side = 10 feet * 10 feet = 100 square feet.
So, the smallest area she could have while using all 40 feet of fencing is 100 square feet.
To know more about largest possible area click here :
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Solve the problem.
If sin = 1/4, find csc .
A) 3/4
B) -1/4
C) 4
D) undefined
Answer:
C) 4
Step-by-step explanation:
By definition, cosecant (csc) is the reciprocal of sine (sin). The reciprocal of 1/4 is equal to C) 4.
PLEASE HELP 7TH GRADE MATH
BRAINLIEST-SHOWS WORK
PLEASE HELP
ANSWE 1 OR MORE AN WILL MARK BRAINLIEST 1 OR MORE
Answer:
Step-by-step explanation:
Number 5 is L because you have 18 coins but you only want to find the probability of the pennies. So take 3/18 and simplify to 1/6 by dividing both the numerator and the denominator by 3.
Number 6 can be (-6x - 3), just use the distributive property on the original expression.
Answer:
5. I.
6. -6x - 3
Step-by-step explanation:
For number five you add up all the coins, which equals 18. Secondly, you see how many pennies there are. There are 3 so the answer is 3/18. Then you simpy into 1/6.
For number six, you want to multiply 3 by -2x and then multiply 3 by -1. You will get the answer -6x -3. If you see a number outside the parenthesis then multiply by the number inside of it.
A manufacturer wants to inspect the absorption capacity of a new sponge. Based on past data, the average sponge could absorb 3.5 ounces. After the redesign, the absorption amounts of a sample of 10 sponges were (in ounces): 4.1, 3.7, 3.3, 3.5, 3.8, 3.9, 3.6, 3.8, 4.0, and 3.9. At a level of significance of 1%, would you claim that the new design is better than the old one?
Requried:
a. No because we don't reject the Null Hypothesis at Alpha = 0.01
b. Yes because we reject the Null hypothesis at Type 1 error = 1%
c. Yes because the cut-off is more than the sample mean
d. No because the cut-off is less than the sample mean
Answer:
c. Yes because the cut-off is more than the sample mean
Step-by-step explanation:
The null and alternate hypotheses are
H0 : u= 3.5 ounces vs Ha: u > 3.5 ounces
The mean and standard deviation of the sample are calculated to be 3.76 and 0.24
The test statistics is
t= x`- u/s√n
= 3.76-3.5/0.24/√10
= 0.26/0.07589
=3.426
The critical region for z test is z > ± 2.33
The critical region for t test is t > ± 2.82 for 9 d.f
For both the tests( z and t) the test statistic =3.426 lies in the critical region.
Hence we reject H0 and accept the hypothesis that the new design is better than the old one at a level of significance of 1%.
cut-off = mean + 3 times the standard deviation
= 3.76 + 3* 0.24
cut-off =4.48
Yes, the cut off is more than the sample mean.
So choice c is the best option.
Mr. Martin is giving a math test next period. The test, which is worth 100 points, has 29 proble
worth either 5 points or 2 points. Write a system of equations that can be used to find how ma
point value are on the test.
Let x be the number of questions worth 5 points and let y be the number of questions worth 2
x + y = 29, 5x + 2y = 100
O x + y = 100, 5x + 2y = 29
5x + y = 29, 2y + x = 100
2x + y = 100, 5y + x = 29
Answer:
A.
Step-by-step explanation:
x + y = 29, 5x +2y = 100
Today, 5 friends went out for lunch. Their total bill was $34.15, including tax and gratuity. They decided to split the bill equally and each paid with a $10 bill.
How much money will each person get back?
Answer:
5 people times $10=50
$50-$34.15=15.85
15.85 divided by 5 people. Equals $3.17
Answer:
3.17?
HELP PLEASE like I really need help
Different hotels in a certain area are randomly selected, and their ratings and prices were obtained online. Using technology, with x representing the ratings and y representing price, we find that the regression equation has a slope of 130 and a y-intercept of -350.
Required:
a. What is the equation of the regression line?
b. What does the symbol y represent?
Answer:
[tex](a)\ y = 130x -350[/tex]
(b) y represents the price of the hotel
Step-by-step explanation:
Given
[tex]b = 130[/tex] --- slope
[tex]a = -350[/tex] --- y intercept
Solving (a): The equation of the regression line.
The general form of the equation of the regression line is:
[tex]y = bx + a\\[/tex]
Substitute values for b and a;
[tex]y = 130x + (-350)[/tex]
Remove bracket
[tex]y = 130x -350[/tex]
Solving (b): What y represents
From the question, we understand that: y stands for price
Hence, the symbol y represents the price of a hotel. The value of y depends on x (the ratings)
Find the level of measurement (nominal, ordinal, interval, or ratio) and type quantitative or qualitative) for the following variable.
a. End-of-year stock classification (high yield, medium yield, or low yield)
b. Length (in feet) of a roll of plastic wrap advertised to be 30 feet long.
c. Temperature (in degrees Celsius)
d. Duration (in minutes) of a call to a customer support line
Answer:
a. Nominal and qualitative.
b. Ratio and quantitative.
c. Interval and quantitative.
d. Interval and quantitative.
Step-by-step explanation:
A level of measurement can be defined as a classification which is used to illustrate the attributes of the values assigned to variables. There are four (4) basic levels of measurement for a variable and these are;
1. Interval: data can be arranged in an ordering scheme and subtracting its differences is meaningful. Examples are year, temperature, time etc.
2. Ratio: data can be arranged in an ordering scheme and subtracting its differences is meaningful with respect to the value of true zero. Examples are height, price, weight, distance etc.
3. Ordinal: data can be arranged in an ordering scheme but subtracting its differences is meaningless or impossible. Examples are happy, sad etc.
4. Nominal: is characterized by data that are non-numerical, comprises of categories, labels or names and can't be arranged in an ordering scheme.
In this scenario, the level of measurement and data type are listed below;
a. End-of-year stock classification (high yield, medium yield, or low yield): the level of measurement is nominal because they are categorized. Also, the type of data is qualitative because it describes the quality of the stock and it's non-numerical in nature.
b. Length (in feet) of a roll of plastic wrap advertised to be 30 feet long: the level of measurement is a ratio because they can be arranged in order. Also, it's a quantitative data because it is numerical in nature.
c. Temperature (in degrees Celsius): the level of measurement is an interval because they can be arranged in order and the difference in value is meaningful. Also, the type of data is quantitative because it is numerical in nature.
d. Duration (in minutes) of a call to a customer support line: the level of measurement is an interval because they can be arranged in order and the difference in value is meaningful. Also, the type of data is quantitative because it is numerical in nature.
What is the inverse of the function g(x)=x^3/8+16
Answer:
The inverse of the function is [tex]f^{-1}(x) = \sqrt[3]{\frac{x-16}{8}}[/tex]
Step-by-step explanation:
Inverse of a function:
Suppose we have a function y = g(x). To find the inverse, we exchange the values of x and y, and then isolate y.
In this question:
[tex]y = \frac{x^3}{8} + 16[/tex]
Exchanging x and y:
[tex]x = \frac{y^3}{8} + 16[/tex]
[tex]\frac{y^3}{8} = x - 16[/tex]
[tex]y^3 = \frac{x-16}{8}[/tex]
[tex]y = \sqrt[3]{\frac{x-16}{8}}[/tex]
The inverse of the function is [tex]f^{-1}(x) = \sqrt[3]{\frac{x-16}{8}}[/tex]
can I get help? no links!! there can be multiple answers ( picture attached)
can someone help me in this question
The complex plane is also known as what?
Let A = {a,b,c} and let B = {1,2,3}. Determine n(AB)
Answer:
6
Step-by-step explanation:
really dude, im in 7th grade and answerd this.
In the question below, you can eliminate two answers quickly? Which two
can you ELIMINATE? Explain why.
Property taxes are placed on the tax roll based on a property's assessed value. If a tax district has a tax rate of 0.35%, then what is the tax owed on a house with an assessed value of $230,000?
A.
$805
B.
$80,500
C.
$8,050
D.
$80.5
Answer:
Your answer is A
Step-by-step explanation:
Choose correct answers
ANSWER FAST
.Give the value of a.
a - 15 = 21
Answer:
a=36
Step-by-step explanation:
a - 15 = 21
+15 +15
a = 36
During the last week of the semester, students at a certain college spend on the average 4.2 hours using the school’s computer terminals with a standard deviation of 1.8 hours. For a random sample of 36 students at that college, find the probabilities that the average time spent using the computer terminals during the last week of the semester is a) At least 4.8 hours (Draw the bell curve) b)
Answer:
0.97725
Step-by-step explanation:
Given :
Population mean, μ = 4.2
Population standard deviation, σ = 1.8
Sample size, n = 36
Obtain the Zscore of x = 4.8
Zscore = (x - μ) ÷ (σ / √n)
Zscore = (4.8 - 4.2) ÷ (1.8 / √36)
Zscore = 0.6 ÷ 0.3
Z = 2
Hence,
P(Z ≤ 2)
Using the Z probability calculator :
P(Z ≤ 2) = 0.97725
Rotate the figure 90° clockwise around the point.
Answer: Rotate
Step-by-step explanation: Draw lines horizontally and vertically through that point and rotate the rectangle 90 degrees to the right
it should look like this:
only 30 minutes please help
Answer:
B, and i don't for the second one
Step-by-step explanation:
harrison bought a 10 foot ramp to load his dirt bike into the back of his truck. the ramp hooks to the 3 foot high tailgate. how far away from the tailgate doe the ramp sit in the ground?
Answer:
9.54 feet
Step-by-step explanation:
Using Pythagoras rule :
Length of ramp = 10 feets = hypotenus
Hypotenus² = opposite² - adjacent²
d² = 10² - 3²
d² = 100 - 9
d² = 91
d = √91
d = 9.5393920
d = 9.54 feets
The digits 4, 5, 6, 7, and 8 are randomly arranged to form a five-digit number, Find the probability that the first and last digits of the number both are odd.
Answer:
5,4,6,7
Step-by-step explanation:
The digits 4, 5, 6, 7, and 8 are randomly arranged to form a five-digit number. Complete parts (a) and (b) below.
(a) Find the probability that the number is odd.
The probability that the number is odd
(Type an integer or a simplified fraction.)
(b) Find the probability that the first and last digits of the number both are odd.
The probability that the first and last digits of the number both are odd is
.
(Type an integer or a simplified fraction.)
The most common railroad boxcars are 52 feet long, 9.5 feet wide, and 11 feet
tall. What is the volume, in cubic feet, of common railroad boxcars?
Answer:
Box volume ≈ 5,434 ft³
Step-by-step explanation:
Given: Railroad boxcars are 52 feet long, 9.5 feet wide, and 11 feet
To find: The volume, in cubic feet, of common railroad boxcars
Solution: To find the volume of a box, simply multiply the length, width, and height.
52 × 9.5 × 11 = 5434
Therefore, the volume, in cubic feet, of common railroad boxcars is 5,434 ft³
For dimensions that are relatively small whole numbers, calculating volume by hand is easy.