help please I don't understand

Answer:

4957.56

Step-by-step explanation:

Call the 3 sides of the triangle as a,b,c.

We have : a + b + c = 321
Since it's an equilateral triangle, a=b=c
=> a = b = c = 321/3 = 107ft.

To calculate an area of an equilateral triangle, we can use the formula :

\(\sqrt{3}\\\)/4 x \(a^{2}\)

=> A = \(\sqrt{3}\\\)/4 x \(107^{2}\) = approx. 4957.56



Answer:

520 students

Step-by-step explanation:

Rewrite 80% as a fraction:

8/10

Multiply the total students at school by the fraction going on the field trip:

650 * (8/10) = 5200/10 = 520

The required dimension of the longer side of the fencing is 18 ft.

As given in the question, there is an 18-ft fence on one side of a rectangular garden. the gardener has 43 ft of fencing to enclose the other three sides.

Perimeter is the measure of the figure on its circumference.

Here,
Total length of the fencing = 18 + 43
The total length of the fencing = 61
Perimeter of rectangle  = 2 length + 2 width
61 = 2 * 18 + 2 width
2 width = 61 - 36
2 width = 25
width = 12.5 ft

Thus, the required dimension of the longer side of the fencing is 18 ft.

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The probability that your single battery-powered alarm clock works successfully when you need it is 99.5% and probability that both the battery-powered alarm clock and the smartphone alarm clock fail is 0.026%

It is a branch of mathematics that deals with the occurrence of a random event.

a. The probability that a single battery-powered alarm clock works successfully is 1 minus the probability that it fails.

1 - 0.005 = 0.995 or 99.5%.

b. The probability that both the battery-powered alarm clock and the smartphone alarm clock fail is the product of their individual probabilities of failure.

0.005 x 0.052 = 0.00026 or 0.026%.

The probability that both of them do not fail is the complement of the probability that they both fail

1 - 0.00026 = 0.99974 or 99.974%.

Hence, the probability that your single battery-powered alarm clock works successfully when you need it is 99.5% and probability that both the battery-powered alarm clock and the smartphone alarm clock fail is 0.026%

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The "Explain" step of this part of the problem solving approach is option  C. The "Explain" step is to ensure that the result is reasonable.

In this particular step, the solution is examined critically to ascertain its relevance in the given problem scenario. This aids in detecting possible mistakes, assessing the practicality of the resolution, and guaranteeing that the solution matches the needs of the given problem.

The "Explain" step validates the solution, ensuring accuracy and reliability by reviewing each step. During "Explain", ensure accuracy of solution by identifying errors/mistakes in calculations, formulas or methods used.

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Answer:

x= 1

Step-by-step explanation:

Solve

Let's solve your equation step-by-step.

4x−2=2x

Step 1: Subtract 2x from both sides.

4x−2−2x=2x−2x

2x−2=0

Step 2: Add 2 to both sides.

2x−2+2=0+2

2x=2

Step 3: Divide both sides by 2.

2x

2

=

2

2

x=1

The sign of f(x) on the interval (0, ∞) can be determined by analyzing the signs of the factors in the expression. The function f(x) changes sign at the zeros of its factors, which are x = -5, x = -9/4, x = 0, x = 2, and x = 9/2. By considering the intervals between these zeros, we can determine the sign of f(x) on the interval (0, ∞).

To determine the sign of f(x) on the interval (0, ∞), we need to analyze the signs of the factors in the expression. The function f(x) has factors (x+5), (4x+9), (x-2), (2x-9), and (x+5).
Let's consider the intervals between the zeros of these factors:
Between x = -5 and x = -9/4: All factors are negative since they have negative values at x = -9/4. Thus, f(x) is negative in this interval.
Between x = -9/4 and x = 0: Only the factor (4x+9) is positive, while the other factors are negative. Thus, f(x) is positive in this interval.
Between x = 0 and x = 2: All factors are positive in this interval. Thus, f(x) is positive.
Between x = 2 and x = 9/2: Only the factor (x-2) is negative, while the other factors are positive. Thus, f(x) is negative.
Beyond x = 9/2: All factors are positive, so f(x) is positive.
Therefore, on the interval (0, ∞), f(x) changes sign twice, from negative to positive at x = -9/4, and from positive to negative at x = 2.

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The number that is 10% more than a number is 132 is 120.

let

the number = x

10% of the number will be as follows

10%more than a number is 132 will be express as follows

Therefore,

1.1x = 132

x = 132 /1.1

x = 120

The number is 120

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Answer:

1. Rural areas (It can be logically understood because in residential areas there are always marked crosswalks as it is more advanced in cities so there less chances of unmarked cross walks. And in parking lots, it is common too. What can not be common is rural areas because it is less educated and less advanced areas where cars or vehicles do not pass that much so it is not needed.)

2. 12 - 15 seconds.

Brainliest please! and hope it helped if they are correct.

For given function h(x) = -x - 3,

h(-2) = -1

In this question we have been given a function h(x) = -x - 3

We need to find the value of h(-2)

To find the value of h(-2) i.e., to find the value of function h(x) when x = -2

Substitute x = -2 in function h(x),

h(x) = -x - 3

h(-2) = -(-2) - 3

h(-2) = 2 - 3

h(-2) = -1

Therefore, for given function h(x) = -x - 3, h(-2) = -1

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Given margin of error increases as the margin of error increases.

To obtain a 3 percent margin of error at a 90% level of confidence, a sample size of about 750 is required. The sample size would be about 1,000 for a 95% level of confidence. Calculating the margin of error for various confidence levels is straightforward.

The ideal sample size for a population of 5,000 people has a 95% degree of confidence and a 5% margin of error, and it is 357. You may calculate this using our online calculator. This number can be used as a sample as well. It displays how many.

∴ For fixed population standard deviation and level of significance, the minimum sample size needed to guarantee a given margin of error increases as the margin of error increases.

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Answer:

(-5+8,3-8) = (3,-5)

Step-by-step explanation:

Answer:

b. 4, 5

Step-by-step explanation:

4+1=5 which is greater than 4 and 5+1=6 which is also greater than 4

To determine the number of tons of metal per year needed for Machine A to be favored over Machine B, we compare their costs. Machine A costs $323,000 with an annual operating cost of $2.40/ton, while Machine B costs $178,000 with an annual operating cost of $8.00/ton. The machines have useful lives of 10 years and 6 years, respectively, and the minimum attractive rate of return (MARR) is 18% per year.

By calculating the equivalent annual costs (EAC) for each machine using the given formula and comparing them, we can determine the point at which Machine A becomes more favorable. However, specific values for the discounting factors and the tons per year needed are missing, making it impossible to provide an exact answer.

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To test the hypothesis H₁: μx = μy versus Hoxy, where μx and μy represent the means of X and Y respectively, we can perform a two-sample t-test. The test compares the means of two independent samples to determine if they are significantly different from each other.

The given information provides the sample means (X = 33.8, Y = 32.5) and the sample standard deviations (Sx = 3.9, Sy = 5.1). The sample sizes for both X and Y are n = m = 25.

Using this information, we can calculate the test statistic, which is given by:

t = (X - Y) / sqrt((Sx^2 / n) + (Sy^2 / m))

Plugging in the values, we get:

t = (33.8 - 32.5) / sqrt((3.9^2 / 25) + (5.1^2 / 25))

Next, we need to determine the degrees of freedom for the t-distribution. Since the sample sizes are equal (n = m = 25), the degrees of freedom for the test is given by (n + m - 2).

Using the t-distribution table or software, we can find the critical value corresponding to a significance level of α = 0.05 and the degrees of freedom.

Finally, we compare the calculated test statistic with the critical value. If the test statistic falls within the rejection region (i.e., the absolute value of the test statistic is greater than the critical value), we reject the null hypothesis. The p-value can also be calculated, which represents the probability of observing a test statistic as extreme or more extreme than the calculated value, assuming the null hypothesis is true.

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The statement that is false with respect to the diagram given where angle FEA is stated to be supplementary to angle HGD, is:

A. measure of angle FEB + measure of angle HGD = 180°

By definition, supplementary angles are two angles that have a sum of 180 degrees when added together, that is, one is a supplement of the other.

Given the image below, we know the following:

Since angle FEA is supplementary to angle FEA would be congruent to angle HGC, and angle HGD is congruent to angle FEB. This is because, the supplement of angle

angle FEA + angle FEB - angle FEA + angle HGD = 180° - 180°. Therefore,

angle FEB = angle HGD.

In summary, from the options given, the statement that is false with respect to the diagram given where angle FEA is stated to be supplementary to angle HGD, is:

A. measure of angle FEB + measure of angle HGD = 180°

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Answer:50

Step-by-step explanation:

Plug 7 in for x

Multiply 9 by 7

Solve like normal equation

If she starts with 6 miles today and add 2 miles each day to her distance until she achieves her goal and  then she has to run 176 miles in total to achieve her 26 miles goal.

Given,

Total distance for the marathon = 26 miles

Distance she add each day =2

She starts with 6 miles

Then,

Equation of nth term in the arithmetic sequence

\(t_{n}=a+(n-1)d\)

Substitute the values and find the value of n

26=6+(n-1)2

26=6+2n-2

26=4+2n

2n=22

n=11

To find the total distance she run to achieve her 26 miles goal, we have to apply the sum of n terms of arithmetic sequence,

\(S=\frac{n}{2}[2a+(n-1)d]\\ S=\frac{11}{2}[2(6)+(11-1)2]\\ S=\frac{11}{2}[12+20]\\ S=\frac{11}{2}[32]\\ S=176\)

If she starts with 6 miles today and add 2 miles each day to her distance until she achieves her goal and  then she has to run 176 miles in total to achieve her 26 miles goal.

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The set of equations that represent possible 2-D incompressible flows are u = x + y; v = x - y.

To verify this, we need to check if the continuity equation for 2-D incompressible flows is satisfied. The continuity equation is given by:

∂u/∂x + ∂v/∂y = 0

Let's evaluate the partial derivatives for each set of equations and check if the continuity equation holds true:

1. u = x + y; v = x - y
  ∂u/∂x = 1
  ∂v/∂y = -1
  Continuity equation: 1 - 1 = 0 (Satisfied)

2. u = xt^2; v = xyt + y^2
  ∂u/∂x = t^2
  ∂v/∂y = xt + 2y
  Continuity equation: t^2 + (xt + 2y) ≠ 0 (Not satisfied)

3. u = x + 2y; v = x^2 - y^2
  ∂u/∂x = 1
  ∂v/∂y = -2y
  Continuity equation: 1 - 2y ≠ 0 (Not satisfied)

4. u = 4x + y; v = x - y^2
  ∂u/∂x = 4
  ∂v/∂y = -2y
  Continuity equation: 4 - 2y ≠ 0 (Not satisfied)

Hence, the set of equations u = x + y; v = x - y represent possible 2-D incompressible flows.

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The probability that two or more of the events will occur is 0.683594.

The probability that two or more of the events will occur is equal to 1 minus the probability that none of the events will occur. Since the probability of each event occurring is 0.25, the probability that none of the events will occur is (1 - 0.25) * (1 - 0.25) * (1 - 0.25) * (1 - 0.25) = 0.316406. Therefore, the probability that two or more of the events will occur is 1 - 0.316406 = 0.683594.

Alternatively, you can find the probability that two or more of the events will occur by adding up the probabilities of each of the ways that two or more of the events can occur.

There are four ways that two events can occur (for example, event A and event B), six ways that three events can occur (for example, event A, event B, and event C), and four ways that all four events can occur.

Thus, the probability that two or more of the events will occur is (4 * 0.25 * 0.25) + (6 * 0.25 * 0.25 * 0.25) + (4 * 0.25 * 0.25 * 0.25 * 0.25) = 0.683594, which is the same result as before.

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Answer:

1. 12 square kilometers

2.18 square inches

Step-by-step explanation:

To find the area of a square you multiply the base and the height. Then you divide it by 2. 8 times 3 divided by 2 is 12. 4 times 9 divided by 2 is 18. Hope this helps!

just find the points

Answer: C

Step-by-step explanation:

Answer:

The third one. Y= -1/2x^2 -2x -1

Step-by-step explanation:

The measure of angle XYZ in the parallelogram is: 71°.

In a parallelogram, the angles that are opposite each other are congruent.

Find m∠XWZ using the triangle sum theorem:

m∠XWZ = 180 - m∠WXZ - m∠WZX

m∠XWZ = 180 - 81 - 28

m∠XWZ = 71°

m∠XWZ = m∠XYZ [opposite angles are congruent]

m∠XYZ = 71°

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Answer:

71°

Step-by-step explanation:

I got it right on Edmentum

Hook me up with a 5 Star and a Thanks :)

The consumption bundle that will not be the consumer's choice, given the assumptions of choosing the optimal bundle, is option B) 30 snacks and 12 meals. To determine the optimal consumption bundle, we need to consider the consumer's budget constraint and maximize their utility.

Given that the price of snacks is $4 and the price of meals is $10, and the consumer has $240 remaining on their meal card, we can calculate the maximum number of snacks and meals that can be purchased within the budget constraint.

For option A) 5 snacks and 20 meals, the total cost would be $4 × 5 + $10 × 20 = $200. Since the consumer has $240 remaining, this bundle is feasible.

For option B) 30 snacks and 12 meals, the total cost would be $4 × 30 + $10 × 12 = $240. This bundle is on budget constraint, but it may not be the optimal choice since the consumer could potentially consume more meals for the same cost.

For option C) 20 snacks and 16 meals, the total cost would be $4 × 20 + $10 × 16 = $240. This bundle is also on budget constraint.

Since options A, C, and D are all feasible within the budget constraint, the only bundle that will not be the consumer's choice is option B) 30 snacks and 12 meals. The consumer could achieve a higher level of utility by reallocating some snacks to meals while staying within the budget constraint. Therefore, the correct answer is option B.

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The number of different groups of 4 that can be made from a class of 40 students is 91,390, regardless of whether each person has a unique role or not.

To determine the number of different groups of 4 that can be made from a class of 40 students, we can use the concept of combinations.

When each person can be in any group of 4:

In this case, we are selecting 4 students out of a group of 40, without considering any specific roles or uniqueness. We can use the formula for combinations:

C(40, 4) = 40! / (4!(40-4)!) = 40! / (4!36!) = (40 * 39 * 38 * 37) / (4 * 3 * 2 * 1) = 91,390

Therefore, there are 91,390 different groups of 4 that can be made from a class of 40 students.

When each person has a unique role:

In this case, we consider that each person has a unique role, and we want to form groups of 4 where each person has a distinct role.

Since each group must consist of exactly 4 students, we cannot have more than one group with the same set of roles. Therefore, we need to consider the number of unique roles available and calculate the number of groups accordingly.

If each student has a unique role, there are 40 different roles in total.

To form a group of 4 with distinct roles, we can select 4 different roles out of the 40 available. We can use the combination formula:

C(40, 4) = 40! / (4!(40-4)!) = 40! / (4!36!) = (40 * 39 * 38 * 37) / (4 * 3 * 2 * 1) = 91,390

Therefore, in this case as well, there are 91,390 different groups of 4 that can be made, considering each person having a unique role.

In both cases, the number of different groups of 4 is 91,390.

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Answer:

96

Step-by-step explanation:

L=6

W=2

H=8

LxWxH=8x6x2=96

8x6=48

48x2=96

Answer:

76

Step-by-step explanation:

the answer is 76 because I took the test

The woman tells Lela and Devon that she's sorry because she feels bad that her children took the ring.

The woman's apology could stem from a sense of responsibility and guilt for her children's actions. She may feel remorseful because her children took the ring without her knowledge or permission. She could feel a sense of personal accountability for their behavior as their parent, believing that she should have been more vigilant or instilled better values in them.

Additionally, the woman's apology might also be driven by her empathy and understanding of the impact the incident has had on Lela and Devon. She could be aware of the emotional distress caused by the loss of the ring and genuinely regretful that her children were involved in the situation.

By apologizing, the woman may be expressing her regret and remorse for the unfortunate events surrounding the ring. It signifies her recognition of the wrongdoing and a desire to convey empathy and understanding towards Lela and Devon.

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