Lucy's parents built a swimming pool in the backyard. Use 3.14 for .
40 ft
20 ft
What is the distance around the pool? The distance around the pool is 131.47 feet.
What is the area of the pool?
Can someone please help

Answer:

0.

Step-by-step explanation:

It is given that a dartboard has 20 equally divided wedges, and we are awarded the number of points in the section your dart lands in.  

It means you can score from 1 to 20 in one trial.

We need to find the probability we will score 21 points.

Number of wedges with mark 21 = 0

Total number of wedges = 20

\(\text{Probability}=\dfrac{\text{Number of wedges with mark 21}}{\text{Total number of wedges}}\)

\(\text{Probability}=\dfrac{0}{20}\)

\(\text{Probability}=0\)

Therefore, the required probability is 0. It means it is an impossible event.

Answer:

Step-by-step explanation:

Rise over run is the slope, m

m=2/5

a)  the slope is 2/5 = .4 which is below the boundary guideline.  So no this is not with in carpenter's guidelines

b) the image below show a line with slope 2/5 but with intercept 3

c) the stairs can be draw on the line with rise 2 run 5   from the line.  see image

d)equation is in image

2.

a) count the squares

horizontal distance =3

vertical distance =3

b)  slope is vertical distance over horizontal distance  so m= 3/3 =1

Answer:

(10t + u)(10u + t) = 4,930

100tu + 10t^2 + 10u^2 + tu = 4,930

101tu + 10t^2 + 10u^2 = 4,930

10t^2 + (101u)t + (10u^2 - 4,930) = 0

(101u)^2 - 4(10)(10u^2 - 4,930)

= 10,201u^2 - 400u^2 + 197,200

= 9,801u^2 + 197,200

We see that u = 5 gives 442,225.

√442,225 = 665

(10t + 5)(50 + t) = 4,930

500t + 10t^2 + 250 + 5t = 4,930

10t^2 + 505t - 4,680 = 0

2t^2 + 101t - 936 = 0

t = (-101 + √(101^2 - 4(2)(-936)))/(2×2)

= (-101 + √17,689)/4

= (-101 + 133)/4 = 32/4 = 8

So the numbers are 58 and 85.

58 + 85 = 143

Answer:

The standard form of a line is expressed as Ax + By = C, where A, B, and C are constants and x and y represent the variables. One advantage of using the standard form to graph a line is that it is relatively easy to determine the slope and y-intercept of the line from the constants A and B. This can be particularly useful when trying to analyze the behavior of the line.

Another advantage of using the standard form is that it allows you to easily determine the equation of the line when given a set of points. For example, if you are given the points (2,4) and (3,6), you can use the standard form to find the equation of the line that passes through these points by substituting the coordinates into the form and solving for the constants.

One potential disadvantage of using the standard form is that it can be more difficult to interpret the meaning of the constants A, B, and C in terms of the context of the problem. For example, if the line represents the cost of a product, it may be more intuitive to express the equation in terms of the variables x (the number of units) and y (the cost). In this case, it may be more useful to use the slope-intercept form of the equation, which is expressed as y = mx + b, where m is the slope and b is the y-intercept.

Step-by-step explanation:

https://www.math.net/standard-form

Step-by-step explanation:

I honestly think that - ' jphhendell13 ' is correct.

Answer:

-14+(-16)=-30.

Step-by-step explanation:

-14+(-16)=0

-14+-16=-30.

Answer:

1/6 or 1 out of 6

Step-by-step explanation:

In total there are 6 different thingthings it could land on.

Out of the 6 there is 1 chance of getting red heads.

Answer:

360

Step-by-step explanation:

x*60/100=216

60x=21600

x=21600/60

x=360

360 students are thee in Milton Middle School.

Number of girls in Milton Middle School = 216

Percentage of girls in Milton Middle School = 60%

From the above information we can know that 216 = 60% of Milton Middle School.

1% of students in the school = 216/60

                                                 = 3.6

100% of students in the school = 3.6 * 100

                                                      = 360 students

Total number of students in Milton Middle School = 216/60 * 100

                                                                                       = 216/6 * 10

                                                                                       = 36 * 10

                                                                                        = 360 students

Please mark my answer as the BRAINLIEST. Plsssssssssssssssss

Hope my answer helps you.

:)

Answer:

Step-by-step explanation:

\(Hypotenuse = 8\\Adjacent = x\\ Angle = \alpha = 43\\\\Using ; SOHCAHTOA , \\Cos \alpha = \frac{adj}{hyp} \\Cos 43 =\frac{x}{8} \\0.73= \frac{x}{8} \\x = 0.73*8\\x = 5.84\\x = 5.8\)

I hope i am correct

Answer:

You spend 1/4 of the hour jumping rope. The question states that 1/3 of 3/4 of an hour is spent jumping rope.

Step-by-step explanation:

Answer: You spend 1/4 of the hour jumping rope.

Step-by-step explanation:

The question states that 1/3 of 3/4 of an hour is spend jumping rope

To find this, multiply 3/4 by 1/3

3/4 times 1/3 = 3/12 = 1/4

So one third of 3/4 is 1/4

Answer:

6.25

Step-by-step explanation:

250/40=6.25

The correct answer is (D) -2x - 8.

To simplify the expression -1/3 ( 6x + 15 ) - 3, we can first apply the distributive property to the term in parentheses:

-1/3 ( 6x + 15 ) - 3 = -1/3 * 6x - 1/3 * 15 - 3

Then we can simplify using the properties of multiplication and division:

-1/3 * 6x - 1/3 * 15 - 3 = -2x - 5 - 3

Finally, we can combine like terms:

-2x - 5 - 3 = -2x - 8

The correct answer is therefore (D) -2x - 8.✅

Answer:

First Page

multiplying

1.95 + (-10)

the order of operations

Second Page

numerical

solve

divide

left

Step-by-step explanation:

Answer:

FALSO

Step-by-step explanation:

bc im genius

By proportion that is:(54/150) * 8450= 54 * 56 1/3= 3042

Answer:

By proportion that is:(54/150) * 8450= 54 * 56 1/3= 3042

Step-by-step explanation:

Answer:

\(f^{-1}\left(f(576)\right)=\boxed{576}\)

\(f^{-1}(-7)+f(-7)=\boxed{13}\)

Step-by-step explanation:

The inverse of an invertible function with the domain of all real numbers is obtained by reflecting the original function across the line y = x, which swaps the input and output values of the function. Therefore, (x, y) → (y, x).

Given table:

\(\begin{array}{lrrrrrr}\vphantom{\dfrac12}x&-7&11&-13&6&5&-9\\\cline{1-7}\vphantom{\dfrac12}f(x)&7&12&8&-7&13&5\end{array}\)

Inverse function:

\(\begin{array}{lrrrrrr}\vphantom{\dfrac12}x&7&12&8&-7&13&5\\\cline{1-7}\vphantom{\dfrac12}f^{-1}(x)&-7&11&-13&6&5&-9\end{array}\)

If we have a function f(x), the inverse function is denoted as f⁻¹(x), and it has the property that f⁻¹(f(x)) = x for all valid inputs x in the domain of f(x).

Therefore:

\(\large\boxed{f^{-1}\left(f(576)\right)=576}\)

The value of f(-7) is the value of f(x) when x = -7. Therefore, reading from the original table, f(-7) = 7.

The value of f⁻¹(-7) is the value of f⁻¹(x) when x = -7. Therefore, reading from the inverse function table, f⁻¹(-7) = 6.

Therefore:

\(\large\boxed{\begin{aligned}f^{-1}(-7)+f(-7)&=6+7\\&=13\end{aligned}}\)

Answer:

\(\textsf{(a)} \quad -2x-4\)

\(\textsf{(b)} \quad 2x+5\)

(c)   Not equivalent.

\(\textsf{(d)} \quad 3x^2-24x+48\)

\(\textsf{(e)} \quad 9x^2-72x+144\)

(f)    Not equivalent.

Step-by-step explanation:

Equivalent expressions are expressions that simplify to the same expression.  

Part (a)

\(\begin{aligned}&\textsf{Add 3 to $x$}: & \quad x+3\\&\textsf{Subtract the result from $1$}: & \quad 1-(x+3)\\&\textsf{Double}: & \quad 2[1-(x+3)]\\&\textsf{Expand}: & \quad 2[1-x-3]\\&\textsf{Simplify}:&2[-x-2]\\&& -2x-4\end{aligned}\)

Part (b)

\(\begin{aligned}&\textsf{Add 3 to $x$}: & \quad x+3\\&\textsf{Double}: & \quad 2(x+3)\\&\textsf{Subtract $1$ from the result}: & \quad 2(x+3)-1\\&\textsf{Expand}: & 2x+6-1\\&\textsf{Simplify}:&2x+5\end{aligned}\)

Part (c)

The expressions are not equivalent.  

The coefficients of the x-variables are the negatives of one another, and the constants are different numbers.

Part (d)

\(\begin{aligned}&\textsf{Subtract 4 from $x$}: & \quad x-4\\&\textsf{Square the result}: & \quad (x-4)^2\\&\textsf{Triple}: & \quad 3(x-4)^2\\&\textsf{Expand}: & \quad 3(x^2-8x+16)\\&\textsf{Simplify}:& 3x^2-24x+48\end{aligned}\)

Part (e)

\(\begin{aligned}&\textsf{Subtract 4 from $x$}: & \quad x-4\\&\textsf{Triple the result}: & \quad 3(x-4)\\&\textsf{Square}: & \quad [3(x-4)]^2\\&\textsf{Expand}: & \quad [3x-12]^2\\&\textsf{Simplify}:& 9x^2-72x+144\end{aligned}\)

Part (f)

The expressions are not equivalent.  

The coefficients the second equation are three times the coefficients of the first equation.

Answer:

2 with the second power??

Step-by-step explanation:

if you have two with the second power II exponents will multiply it by itself so the number gradually gets larger each time

Here are the pairs matched with their products:

- (-5)(4.2) matches with -21

- (-7)(-3) matches with 21

- (2.5)(-9) matches with -22.5

Pairs (4) and (5) do not have corresponding products in the given options.

Answer:

H, the answer is about 4.24

Step-by-step explanation:

Answer:

Step-by-step explanation:

The attendance

for the last 4 years at a county fair is shown in the table.

County Fair Attendance

Year Attendance

9 ,278

10,365

12 , 128

13,304

This year, the first 20% of people attending the fair will receive a raffle ticket. Of the people who receive raffle tickets, ? will receive a small prize.

1. Based on the data in the table, determine a reasonable estimate of the number of people who will attend this year's fair. Explain how you

found your estimate.

. Use your estimate to find the approximate number of people who will receive a small prize at this year's fair.

Show your work or provide an explanation of how you found the approximate number of people who will receive a small prize at this year's

Answer:

a) 15,007 people

b) 1,000 people

Step-by-step explanation:

To determine how many people will attend this year's fair, we can find the percent increase of people each year:

From year 1 to year 2, (10,365 - 9,278)/9,278 = 11.7% increase

From year 2 to year 3, (12,128 - 10,365)/10,365 = 17.0% increase

From year 3 to year 4, (13,304 - 12,128)/12,128 = 9.7% increase

Answer:

The volume (V) of a cone can be calculated using the formula: V = (1/3)πr^2h, where r is the radius and h is the height.

Substituting the given values, we get:

V = (1/3) x 3.14 x 9^2 x 16

Calculating this expression gives us:

V = 1810.08 cubic inches

Rounding to the nearest hundredth gives us:

V ≈ 1810.08 cubic inches (rounded to two decimal places)

Therefore, the volume of the cone is approximately 1810.08 cubic inches.

Answer:

1363.04

Step-by-step explanation:

V = (1/3) * 3.14 * 9^2 * 16

Simplifying:

V ≈ 1363.04 cubic inches

Answer:

the answer will be  

m∠X′Y′Z′ = m∠XYZ

Step-by-step explanation:

Answer:

m∠X′Y′Z′ = m∠XYZ

Step-by-step explanation:

the coordinates from angle x,y and z added together equal m∠XYZ

Answer: The table to the farthest right the last one.

Explanation:

The interval (-1, ∞) represents x-values anywhere from -1 and higher.  

As such, you are looking for a table with y-values that decrease as the x-values increase.

Starting from -1 -

The first option: -5, -2, -1, 2. This is increasing.

The second option: -7, -6, 1, -1. This increases from -7 to -6 to 1.

The third option: -1, 2, 1, -6. This increases from -1 to 2.

The fourth option: 1, 0, -4, -8. This decreases across all coordinates in the range specified.

Answer:

The last graph (d) represents it