In this picture, the measure of angle ois 1 radian.

A. True
B. False

The width of the duck pond is,

⇒ 27 feet

We can see that the given diagram is a rectangle,

And we know that,

Rectangles are four-sided polygons with all internal angles equal to 90 degrees. At each corner or vertex, two sides meet at right angles. The rectangle differs from a square in that its opposite sides are equal in length.

Now, By given diagram we have;

We have to given that;

Use the scale drawing to determine how wide the duck pond is.

And there are 4.5 feet in 1 square,

Therefore,

1 square is equal to 4.5 feet

So, we get;

The width of the duck pond is,

⇒ 6 square

We know that,

To multiply means to add a number to itself a particular number of times. Multiplication can be viewed as a process of repeated addition.

Then to find width of duck pond in feet,

Multiply 6 with 4.5

⇒ 6 × 4.5 feet

⇒ 27 feet

Thus, The width of the duck pond is,

⇒ 27 feet

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Answer:

Coefficients are 6 and 4. The exponents are 3 and 1.

Step-by-step explanation:

The coefficient of a term is the number next to variable, the number that the variable is multiplied by.

Remember that if you are subtracting by a term, you are adding the "negative" term.

Meaning:

6x³ - 4x = 6x³ + (-4x)

The exponent of a term is the power (the little number on top). When the exponent (power) is not shown, it is just 1.

Meaning:

-4x = -4x¹

Answer:

600 ×1200=720,000

720,000×12=8,640,000

8,640,000×1%=8,640,000÷100%=86,400

86,400 per year

Answer:

126

Step-by-step explanation:

By cyclic quadrilateral theorem:

\((180 \degree - 85 \degree) = \frac{1}{2} (z \degree + 64 \degree) \\ 95 \degree \times 2 = z \degree + 64 \degree \\ 190 \degree = z \degree + 64 \degree \\ 190 \degree - 64 \degree = z \degree \\ 126\degree = z \degree \\ z = 126\)

Answer:

The  interval is  \(0.7187 < p < 2.421\)

Step-by-step explanation:

From the question we are told that

      The  sample size is  \(n = 100\)

       The  population  proportion is \(p = 0.81\)

       The  confidence level is  C =  98%

The level of significance is mathematically evaluated as

     \(\alpha = 100 -98\)

    \(\alpha = 2%\)%

    \(\alpha = 0.02\)

Here this level of significance represented the left and the right tail

The degree of  freedom is evaluated as

     \(df = n-1\)

substituting value  

    \(df = 100 - 1\)

     \(df = 99\)

Since we require the critical value of one tail in order to evaluate the  98% confidence interval that estimates the proportion of them that are involved in an after school activity. we will divide the level of significance by 2

The  critical value of  \(\frac{\alpha}{2}\) and the evaluated degree of freedom is  

      \(t_{df , \alpha } = t_{99 , \frac{0.02}{2} } = 2.33\)

this is obtained from the critical value table  

The standard error is mathematically evaluated as

             \(SE = \sqrt{\frac{p(1-p )}{n} }\)  

substituting value  

           \(SE = \sqrt{\frac{0.81(1-0.81 )}{100} }\)  

           \(SE = 0.0392\)  

The 98%  confidence interval is evaluated as

      \(p - t_{df , \frac{\alpha }{2} } * SE < p < p + t_{df , \frac{\alpha }{2} }\)

substituting value  

     \(0.81 - 2.33 * 0.0392 < p < 0.81 +2.33 * 0.0392\)

      \(0.7187 < p < 2.421\)

Answer:

The P value indicates that the probability of a linear correlation coefficient that is at least as extreme is 0.3% which is not significant (at α = 0.05), so there is insufficient evidence to conclude that there is a linear correlation between weight and consumption. of highway fuel in cars.

Step-by-step explanation:

We have that the correlation coefficient shows the relationship between the weights and amounts of road fuel consumption of seven types of car, now the P value establishes the importance of this relationship. If the p-value is lower than a significance level (for example, 0.05), then the relationship is said to be significant, otherwise it would not be so, this case being 0.003 not significant.

The statement would be the following:

The P value indicates that the probability of a linear correlation coefficient that is at least as extreme is 0.3% which is not significant (at α = 0.05), so there is insufficient evidence to conclude that there is a linear correlation between weight and consumption. of highway fuel in cars.

Answer:

The distance between the lighthouse and the boat is: 164.91 meters

Step-by-step explanation:

Please look at the attached image to follow the triangular diagram generated with the info provided.

Notice that we can create a right angle triangle with the information presented in the problem. The height of the lighthouse (70 m) is the side opposite to a 23 degree angle. And what we need to find is the other side "D" perpendicular to the lighthouse, which stands for the horizontal distance between the lighthouse and the boat.

Since the sides involved are the opposite and the adjacent sides to the 23 degree angle, we use the tangent function to solve it:

\(tan(23^o)=\frac{opp}{adj} \\tan(23^o)=\frac{70}{D}\\D=\frac{70}{tan(23^o)} \\D= 164.91\,\,m\)

Answer:

Hope It Help

Step-by-step explanation:

Brainliest Please

Answer:

8). x = 9

9). x = 5

Step-by-step explanation:

Note that if you take a point outside a circle and take the two tangents, they are symmetrical. And if they're symmetrical, their lengths are equal!

8).

5x - 1 = 3x + 17

2x - 1 = 17

2x = 18

x = 9

9).

-4 + 4x = 3x + 1

-4 + x = 1

x = 5

The figure shown is made up of a right angled triangle and a rectangle.

The triangle has a base of 8cm, because its placed on the length of the rectangle which is 16cm and the cut off portion is 8cm, so that leaves the triangle with a base of 8cm (16 - 8). The vertical height of the triangle is 6cm (that is 13cm - 7cm).

The rectangle has a length of 16cm and a width of 7cm.

Therefore, the area is calculated as follows;

Answer:

~

Step-by-step explanation:

To make it easier to graph using a translation, we can rewrite the given equation as:

y - 5 = √√4x + 16

This is obtained by subtracting 5 from both sides of the equation.

The graph of the original equation y = √√4x+16 +5 can be obtained by taking the graph of y = √√4x + 16 and shifting it upwards by 5 units. The graph of y = √√4x + 16 is a square root function that has a vertical stretch of 2, a horizontal compression of 4, and a vertical translation of 16 units upwards. So the graph of the given equation y = √√4x+16 +5 will be the same as the graph of y = √√4x + 16, but shifted upwards by 5 units.

The " Eight  further than the Quotient of a number and 7 is equal to 3," and the  result to the equation is x = -35.

The equation 8( x/ 7) =  3 represents the  judgment " Eight  further than the Quotient of a number and 7 is equal to 3," and the  result to the equation is x = -35.    

" Eight  further than" implies addition, so we've 8 " The quotient of a number and 7" means dividing a number by 7, so we've x/ 7 " is equal to" means that the expression on the left side is equal to the expression on the right side, so we've =  " 3" is the value to which the expression on the left side is equal, so we've 3  Putting it all together the  judgment " Eight  further than the quotient of a number and 7 is equal to 3" can be  restated into the equation ( x/ 7) =  3  

In this equation, x represents the number we're trying to find. To  break for x, we can manipulate the equation using algebraic operations to  insulate x on one side of the equation.  By abating 8 from both sides of the equation, we get ( x/ 7)- 8 =  3- 8  Simplifying, we have  x/ 7 = -5

To  insulate x, we can multiply both sides of the equation by 7  *( x/ 7) = -5 * 7  This gives us  x = -35  thus, the equation 8( x/ 7) =  3 represents the  judgment " Eight  further than the quotient of a number and 7 is equal to 3," and the  result to the equation is x = -35.

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1/2 x 60 = 30                                                           3/10 x 1000 = 300

cancel the common factor of 2                          simpplify the expression

Answer:

1/2 x 60= 30 and 3/10 x 1,000= 3,000

Step-by-step explanation:

Answer:

Option 3

(3xy³ + 5x²y⁴)  (3xy³ - 5x²y⁴)

Step-by-step explanation:

Factorize polynomials:

Use exponent law:

                   \(\boxed{\bf a^{m*n}=(a^m)^n} \ & \\\\\boxed{\bf a^m * b^m = (a*b)^m}\)

9x²y⁶ = 3²* x² * y³*² = 3² * x² * (y³)² = (3xy³)²

25x⁴y⁸ = 5² * x²*² * y⁴*² = 5² * (x²)² * (y⁴)² = (5x²y⁴)²

Now use the identity:  a² - b² = (a +b) (a -b)

Here, a = 3xy³ & b = 5x²y⁴

9x²y⁶ - 25x⁴y⁸ = 3²x²(y³)² - 5²(x²)² (y⁴)²

                       = (3xy³)² - (5x²y⁴)²

                      = (3xy³ + 5x²y⁴)  (3xy³ - 5x²y⁴)

The correct matches are: 4 in. → 10.2 cm   ,   7 kg → 15.4 lb

6 gal → 22.7 L   and  65 ft → 19.8 m.

Conversions refer to the process of changing a measurement from one unit to another unit that measures the same quantity.

For example, converting distance from miles to kilometers, or converting weight from pounds to kilograms.

Here are the conversions:

1 inch = 2.54 cm (approx.)

1 kg = 2.205 lb (approx.)

1 gal = 3.785 L (approx.)

1 ft = 0.3048 m (approx.)

Using these conversions, we can find the equivalent measures:

4 in. → 4 × 2.54 = 10.16 ≈ 10.2 cm

7 kg → 7 × 2.205 = 15.435 ≈ 15.4 lb

6 gal → 6 × 3.785 = 22.71 ≈ 22.7 L

65 ft → 65 × 0.3048 = 19.812 ≈ 19.8 m

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Answer:

B. and C. both equations has infinitely many solutions.

Step-by-step explanation:

In both the equations, value of y cannot be determined, so they have infinitely many solutions.

Answer:

0.8333 = 83.33% probability that the cycle time exceeds 50 minutes if it is known that the cycle time exceeds 45 minutes

Step-by-step explanation:

A distribution is called uniform if each outcome has the same probability of happening.

The uniform distributon has two bounds, a and b, and the probability of finding a value higher than x is given by:

\(P(X > x) = \frac{b - x}{b - a}\)

Uniformly distributed over the interval 40 to 75 minutes.

This means that \(a = 40, b = 75\)

It is known that the cycle time exceeds 45 minutes

This means that we can use \(a = 45\)

What is the probability that the cycle time exceeds 50 minutes?

\(P(X > 50) = \frac{75 - 50}{75 - 45} = 0.8333\)

0.8333 = 83.33% probability that the cycle time exceeds 50 minutes if it is known that the cycle time exceeds 45 minutes

Hello!

We have all angles of the triangle:

We will use the law of cosines. This relation is valid for all sides of any t

We have:

angle A = 12°

côté a = 10

angle B = 150°

This is therefore the first case of application of the sine law.

So:

\(\sf \dfrac{b}{sin~B} = \dfrac{a}{sin~A}\)

\(\sf b =\dfrac{sin~B~*~a}{sin~A} = \dfrac{sin~150~*~10cm}{sin~12} = \dfrac{arcsin~0.5~*~10cm}{arcsin~0.2079116908} = \dfrac{30~*~10cm}{12} = \dfrac{300cm}{12} = \boxed{\sf25cm}\)

Answer:

y = -x + 2

Step-by-step explanation:

Answer:

Well the volume is 1570.8 cubed. but i don't know what it would be in your range of answers.

Step-by-step explanation:

Answer:

E[x] is larger

Step-by-step explanation:

I think E[x] is larger because the expected number of students on the bus of a randomly chosen student is larger.

This is because the higher the number of students present in a bus, the higher the probability that a randomly selected student would have been on that bus.

Whereas, for every driver to be chosen, the probability of any bus being chosen is 1/4 irrespective of the number of students in that particular bus

Hello!

surface area

= 2(4 x 2) + 2(12 x 4) + 2(12 x 2)

= 160cm²

Answer:

1,2,4

Step-by-step explanation:

all are positive intergers

Answer:

i have no cue

Answer:

The large cone will hold 53.41 cubic inches more of ice cream.

Explanation:

Since the problem deals with how much ice cream the cones will hold, we are to calculate volumes for the small and large cones.

Large Cone

Height = 6 inches

Radius = 3 inches

Small Cone

Height = 3 inches

Radius = 1 inches

Therefore, the difference in volume

The large cone will hold 53.41 cubic inches more of ice cream.

Answer:

Step-by-step explanation:

    A,  use  three_digite  rounding  arithmetic  to compute  13- 6 and determine  the absolute,relative ,and percentage errors.

tepeat part (b) using  three – digit chopping arithmetic.

Answer:  $130 money did Brenda and Hazel have all together before buying decorations and snacks.

Here, we have,

You want to know Brenda and Hazel's combined money when the ratio of their remaining balances is 1 : 4 after Brenda spent $58 and Hazel spent $37. They had the same amount to start with.

Setup

Let x represent the total amount the two women started with. Then x/2 is the amount each began with, and their fnal balance ratio is ...

 (x/2 -58) : (x/2 -37) = 1 : 4

Solution

Cross-multiplying gives ...

 4(x/2 -58) = (x/2 -37)

 2x -232 = x/2 -37 . . . . . . eliminate parentheses

 3/2x = 195 . . . . . . . . . . . . add 232-x/2

 x = (2/3)(195) = 130 . . . . . multiply by 2/3

Brenda and Hazel had $130 altogether before their purchases.

Alternate solution

The difference in their spending is $58 -37 = $21.

This is the same as the difference in their final balances.

That difference is 4-1 = 3 "ratio units", so each of those ratio units is $21/3 = $7.

Their ending total is 1+4 = 5 ratio units, or $35.

The total they started with is $58 +37 +35 = $130.

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complete question:

Brenda and Hazel decide to throw a surprise party for their friend, Aerica. Brenda and Hazel each go to the store with the same amount of money. Brenda spends $58 on decorations, and Hazel spends $37 on snacks. When they leave the store, the ratio of Brenda’s money to Hazel’s money is 1 : 4. How much money did Brenda and Hazel have all together before buying decorations and snacks?

The graph of the system of the inequalities is attached.

To graph the inequalities y < -x - 4 and y ≥ (3/5)x + 4, we can start by graphing the corresponding equations and then shade the appropriate regions based on the inequality signs.

Let's begin with the equation y = -x - 4:

Choose a range of x-values to plot.

For simplicity, let's use x-values from -10 to 10.

Substitute different x-values into the equation to find corresponding y-values.

For example:

When x = -10, y = -(-10) - 4 = 10 - 4 = 6.

When x = 0, y = -(0) - 4 = -4.

When x = 10, y = -(10) - 4 = -10 - 4 = -14.

Plot these points on the coordinate plane and draw a straight line passing through them.

This line represents the equation y = -x - 4.

Next, let's graph the equation y = (3/5)x + 4:

Again, choose a range of x-values to plot. Let's use the same range of -10 to 10.

Substitute different x-values into the equation to find corresponding y-values. For example:

When x = -10, y = (3/5)(-10) + 4 = -6 + 4 = -2.

When x = 0, y = (3/5)(0) + 4 = 0 + 4 = 4.

When x = 10, y = (3/5)(10) + 4 = 6 + 4 = 10.

Plot these points on the coordinate plane and draw a straight line passing through them.

This line represents the equation y = (3/5)x + 4.

Now, let's shade the regions based on the inequalities:

For y < -x - 4, we need to shade the region below the line y = -x - 4.

For y ≥ (3/5)x + 4, we need to shade the region above or on the line y = (3/5)x + 4.

Hence, the region where the shaded regions overlap represents the solution to both inequalities.

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