The entrance to Louvre Museum in Paris, France, is a square pyramid with a height of 21.64 m. What is the approximate volume of the louvre pyramid

The real square roots of 1/100 are ±1/10. To find them, take the square root of both sides of the equation x^2 = 1/100, simplify, and consider the positive values.

To find the real square roots of 1/100, we need to find the values of x that satisfy the equation x^2 = 1/100.

1. Take the square root of both sides of the equation:
√(x^2) = √(1/100)

2. Simplify:
|x| = 1/10

3. Since the square root of a number is always positive, we can conclude that the real square roots of 1/100 are ±1/10.

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The appropriate frequency distribution graph for scores measured on a nominal scale is only a bar graph.

A bar graph is the representation of numerical data by rectangles (or bars) of equal width and varying height. The gap between one bar and another should be uniform throughout. It can be either horizontal or vertical. The height or length of each bar relates directly to its value.

To answer your question, the appropriate frequency distribution graph for scores measured on a nominal scale is only a bar graph.

A nominal scale is a scale that uses categories instead of numbers.

A bar graph is ideal for displaying the frequencies of these categorical variables, as it separates each category by using individual bars.

Histograms and polygons are more suitable for continuous or interval data, which do not apply to nominal scales.

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Answer:

70 cards bought from Jim

Step-by-step explanation:

the ratio of cards Jim : Alvin = 7 : 2 = 7x : 2x ( x is a multiplier ) , then

7x + 2x = 360

9x = 360 ( divide both sides by 9 )

x = 40

Jim has 7 × 40 = 280 cards

Alvin has 2 × 40 = 80 cards

let n be the number of cards Alvin buys from Jim , then

Jim has 280 - n cards

Alvin has 80 + n cards

Then expressing in fractional form

\(\frac{280-n}{80+n}\) = \(\frac{7}{5}\) ( cross- multiply )

7(80 + n) = 5(280 - n) ← distribute both parenthesis

560 + 7n = 1400 - 5n ( add 5n to both sides )

560 + 12n = 1400 ( subtract 560 from both sides )

12n = 840 ( divide both sides by 12 )

n = 70

Alvin buys 70 cards from Jim

The area of the flower bed is 77 square feet

The given parameters are:

The area of the flower bed is calculated as:

Area = 0.5 * Product of perpendicular sides

So, we have:

Area = 0.5 * 14 * 11

Evaluate

Area = 77

Hence, the area of the flower bed is 77 square feet

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The required number of children and adults for sitting in the theater are 300 and 50 respectively.

A equation is supposed to be linear equation in two factors in the event that it is written as hatchet + by + c=0, where a, b and c are genuine numbers and the coefficients of x and y, i.e an a and b separately, are not equivalent to nothing. For instance, 10x+4y = 3 and - x+5y = 2 are straight equation in two factors.

Let be consider number of children be x and that of adults is y.

We have,

x + y = 350-------(1)

y = 350 - x

And 5x + 10y = 2000------------------(2)

Put value of y in equation (2)

5x + 10( 350 - x) = 2000

5x + 3500 - 10x = 2000

-5x = -1500

x = 300

Then

y = 350 - x = 350 - 300 = 50

Thus, There will be 300 children and 50 adults in the  theater .

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The roots of the quadratic equation 0 = 2x² + 12x-14 is (C) x=-7 and x=1.

Any equation in algebra that can be written in the standard form where x stands for an unknown value and a, b, and c stand for known values is said to be a quadratic equation.

In general, it is assumed that a > 0; equations with a = 0 are regarded as degenerate since they become linear or even simpler.

So, the roots of 0 = 2x² + 12x-14 are:

2x² + 12x-14  = 0

2x² + 14x - 2x -14

2x(x + 7) - 2(x + 7)

(2x - 2) (x + 7)

Now, use the zero product property as follows:

2x - 2 = 0

2x = 2

x = 2/2

x = 1

And

x + 7 = 0

x = -7

Therefore, the roots of the quadratic equation 0 = 2x² + 12x-14 is (C) x = -7 and x = 1.

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Correct question:

What are the roots of the quadratic equation 0 = 2x² + 12x-14?

a. 1,6, -7

b. 2,12,-14

c. -7,1

d. -1,7

Answer:

≈ 3.9 miles

Step-by-step explanation:

The third angle in the triangle is

180° - (53 + 78)° = 180° - 131° = 49°

Using the Sine rule in the triangle with distance from 2 being x, then

\(\frac{3}{sin49}\) = \(\frac{x}{sin78}\) ( cross- multiply )

x × sin49° = 3 × sin78° ( divide both sides by sin49° )

x = \(\frac{3sin78}{sin49}\) ≈ 3.9 ( to the nearest tenth )

Answer:

Fifteen feet is the closest to the side length of the frame, have a good day

Answer:

-3, -2, 2, 3

Step-by-step explanation:

Integers are the positive and negative whole numbers & 0.

No fractions or decimals.

The installing hardwood floors over a 1/2 inch thick plywood subfloor, it is recommended to use 2-inch L-shaped cleats with a flooring nailer. This will ensure that the hardwood planks are securely fastened to the subfloor and reduce the likelihood of squeaking or loose planks in the future.

When installing hardwood floors over a plywood subfloor, it is important to use the appropriate length of L-shaped cleats. The L-shaped cleats are nails used by a flooring nailer to attach the hardwood planks to the subfloor. In this case, the subfloor is a 1/2 inch thick plywood, while the hardwood planks are 3/4 inch thick.
The recommended length of L-shaped cleats to use when installing hardwood floors over a 1/2 inch thick plywood subfloor is 2 inches. This is because the 2-inch cleats will provide enough length to penetrate the subfloor and securely fasten the hardwood planks to the subfloor. Using shorter cleats may not provide enough grip and the hardwood floors may eventually become loose.
The flooring nailer shoots the L-shaped cleats in at a 45-degree angle, which helps to ensure that the cleats go in straight and do not damage the surface of the hardwood planks. It is important to use the appropriate length of cleats to avoid damaging the subfloor or the hardwood planks during installation.
In summary, when installing hardwood floors over a 1/2 inch thick plywood subfloor, it is recommended to use 2-inch L-shaped cleats with a flooring nailer. This will ensure that the hardwood planks are securely fastened to the subfloor and reduce the likelihood of squeaking or loose planks in the future.

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The difference between the two high altitudes is therefore 300 feet.

Let 't' denote the time in minutes when both birds are at the same height. If both of these fowls are traveling, one descending and the latter ascending, then we obtain a formulaic value for t using the equations below.

Therefore, if we solve: 75t - 25t = 400, it follows that 50t = 400 and t = 8 minutes.

Given this information, after 8 minutes, the two birds reach the same height.

Consequently, before the 8-minute interval, bird A is situated at a higher level than bird B since the prior's rate of descent is less than the current bird's ascent.

Once they have reached the shared altitude, bird B is above bird A given its continuous upward elevation, contrasting against bird A's descending course.

Their heights after only 1 minute has elapsed; the Height of bird A after 1 minute is calculated to be 425 feet - (500 - 75(1)) and for bird B it is 125 feet - (100 + 25(1)).

The difference between the two high altitudes is therefore 300 feet.

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Part A

The equation has two solutions since it is an absolute equation.

Part B

Given the equation:

First, subtract 9 from both sides.

Next, we divide both sides by -5.

We then solve the absolute value.

The solutions for this equation are 3 or -13/4.

The cumulative downtime per year of an SLA percentage of 99.95 is 4 hours, 21 minutes, 58 seconds.

The  SLA Downtime refers to the time duration that a machine or service is unavailable.

The SLA Uptime is the amount of time a machine or service is available.

The cumulative downtime per year of an SLA percentage of 99.95 will give the following:

An SLA percentage of 99,95 gives 43 seconds daily downtime.

In a year, cumulative downtime = 43 seconds  * 365 = 15695 seconds

Converting to hours and minutes give a downtime of 4 hours, 21 minutes, 58 seconds.

In conclusion, downtime refers to unavailability of a given machine or service.

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The volume of the cube expressed as a fraction will be 27x³y³ / 64.

Given that:

Volume, V = (0.75xy)³

It is frequently mathematically quantified using SI-derived units or different imperial or US traditional units. The concept of length is linked to the notion of capacity.

The volume of the cube expressed as a fraction is calculated as,

V = (0.75xy)³

V = (3xy/4)³

V = 27x³y³ / 64

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Answer:

5x^3 + 5x+ 2x^2 + 2

Step-by-step explanation:

(5x+2)(x^2+1)

5x^3 + 5x+ 2x^2 + 2

Answer:

x = 312. 5 years.

Explanation:

We know that the water level is rising at a rate of 1.6 mm per year and the water level is modeled by f = 1.6x where x is the number of years after 1880.

Now,

1 m = 1000 mm

therefore,

1/2 m = 500 mm

and so when we are making when the water level be half a meter, we are solving the equation

1.6x = 500

dividing both sides by 1.6 gives

x = 312.5 years

add the above to 1880 to get the year

1880 + 312. 5 = 2192.5

Hence in the year 2192. 5, the water level will be half a meter.

does anyone know the answer if you do please post it here

Answer:

Step-by-step explanation:

I know gthis but its To calculate the area of a triangle, multiply the base by the height and divide by two. If you know how to calculate the area of a rectangle, you should be able to calculate the area of a triangle with ease because a triangle is half of a rectangle or square. As a result, because it's half of a rectangle, you should apply the identical approach of calculating the area of a rectangle and then dividing it by two. I hope that's clear!

Answer:

\(y=2\)

Step-by-step explanation:

Standard form is y=mx+b, where m=slope and b=y-intercept

I really hope this helps :-)

\(-noorati\)

In her presentation, Alaina can use a pie chart to show information about how the typical college student spends their day.

A circular chart that has been divided into sectors or "pie slices" to represent numerical proportions is known as a pie chart. Each pie slice symbolises a percentage, and each slice's size is proportional to the percentage it represents.

In this instance, Alaina can separate the pie chart into four segments that stand in for the various activities that college students engage in throughout the day: sleeping, attending classes, studying, and participating in extracurricular activities. She can give each slice a unique colour and a label indicating the proportion it represents.

The pie chart, for instance, might have the following slices:

-30% of people are sleeping (blue).

- 20% of the class (in green)

20% of study time (coloured)

30% of time for socializing

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Therefore, the probability that a 5-year-old boy from the population weighs less than 34 pounds is approximately 0.2743, rounded to the nearest hundredth.

To find the probability that a 5-year-old boy from the population weighs less than 34 pounds, we can use the standard normal distribution with the given mean and standard deviation.

The formula for calculating the standard score (z-score) is:

z = (x - μ) / σ

Where:

x is the value we want to find the probability for (34 pounds in this case)

μ is the mean of the population (39 pounds)

σ is the standard deviation of the population (6 pounds)

Substituting the values:

z = (34 - 39) / 6

z = -5 / 6

Now, we need to find the probability corresponding to this z-score using a standard normal distribution table or a calculator with a numerical integration command.

Using a calculator with a numerical integration command, we can calculate the probability as follows:

Enter the command for the numerical integration on your graphing calculator. The specific command may vary depending on the calculator model you are using. For example, on a TI-84 calculator, you can use the normalcdf() command.

Enter the lower bound, which is negative infinity, as -∞.

Enter the upper bound, which is the z-score calculated earlier, as -5/6.

Enter the mean, which is 0 for the standard normal distribution.

Enter the standard deviation, which is 1 for the standard normal distribution.

Evaluate the command to find the probability.

The calculated probability will be the probability that a 5-year-old boy from the population weighs less than 34 pounds.

Using the normalcdf() command on a TI-84 calculator, the probability is found as follows:

normalcdf(-∞, -5/6, 0, 1)

Calculating this probability, we find that it is approximately 0.2743.

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(a) A department store reports that 83% of all customers who use the store's credit plan pay their bills on time.
Your answer: Population characteristic (b) A sample of 100 students at a large university had a mean age of 24.3 years.
Your answer: Statistic

(a) Population characteristic: There is no number in boldface type in statement (a) that represents a population characteristic.
Statistic: The number in boldface type is 83%, which represents the percentage of customers who use the store's credit plan and pay their bills on time. This is a statistic because it is calculated from a sample of customers who use the credit plan and does not represent the entire population of customers who shop at the department store.

(b) Population characteristic: The number in boldface type in statement (b) does not represent a population characteristic because the statement only refers to a sample of students, not the entire population of students at the university.
Statistic: The number in boldface type is 24.3 years, which represents the mean age of the sample of 100 students. This is a statistic because it is calculated from a sample of students and does not represent the entire population of students at the university.

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Answer: (-0.75, 309)

Step-by-step explanation:

To find the vertex, first we will complete the square.

Given:

     h(t) = - 16t² + 24t + 300

Factor out -16:

     h(t) = -16(t² - 1.5t) + 300

Add and subtract \(\frac{b}{2} ^2\):

     h(t) = -16(t² - 1.5t + 0.5625 - 0.5625) + 300

Regroup:

     -16 * -0.5625 = 9; 9 + 300 = 309

     h(t) = -16(t² - 1.5t + 0.5625) + 309

Factor:

     h(t) = -16(t² - 1.5t + 0.5625) + 309

     h(t) = -16(t - 0.75)² + 309

Now, this equation is in vertex form. The vertex is (h, k) in the form y = a(x - h)² + k, meaning that our vertex is;

          (-0.75, 309)

I have also graphed this, see attached.

so you write 16 but i don't speak English very good i want help you 2(6+3)-2 ok you you going multiplying 2×6=12+6=18-2=16 so 16

The value of k is \(\frac{-5}{6}\) , the equations are inconsistent.

What do you mean by inconsistent system?

A system of equations that is consistent has at least one solution, whereas an inconsistent system has none.

According to the equations in the given question,

We have:

x-6ky=5k........................(1)

(k+10)y=(k-1)x-(k+8)

We can change the equation like,

x(k-1)-y(k+10)=k+8........................(2)

For the equations to be inconsistent, Ratio of coefficients of unknowns (RU says) should be equal while Ratio of constants (RC says) should be different.

RU=(k-1)/1 =(k+10)/6k

6k(k-1)=k+10

6k²-6k=k+10

6k²-6k-k-10=0

6k²-7k-10=0

6k²-12k+5k-10=0

6k(k-2)+5(k-2)=0

(k-2)(6k+5)=0

k=2  or 6k=-5

              k=-5/6

Hence, at k=2.......

RU=(2-1)/1=1

And

RC=(k+8)/5k

    =(2+8)/5*2

    =10/10

    =1

RU=RC=1

Hence not suitable.

At k=-5/6

\(RU=\frac{\frac{-5}{6}-1 }{1}=\frac{-11}{6}\\ RC=\frac{\frac{-5}{6}+8 }{5(\frac{-5}{6}) }\\ =\frac{\frac{43}{6} }{\frac{-25}{6} } \\=\frac{-43}{25}\)

RU is not equal to RC.

Hence, this is suitable.

So, at k=-5/6, the equations are inconsistent.

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The formula for calculating SP (sum of products) is SP = ΣXY - [(ΣX)(ΣY)/n]. Plugging in the given values, we get SP = 10 - [(15)(5)/5] = 10 - 15 = -5. Therefore, the answer is b. -5.

The value of SP (sum of products) can be calculated using the formula: SP = ΣXY - [(ΣX)(ΣY) / n]. Given the values in your question: n = 5, ΣX = 15, ΣY = 5, and ΣXY = 10.
Plug in the values into the formula:
SP = 10 - [(15)(5) / 5]
SP = 10 - [75 / 5]
SP = 10 - 15
SP = -5
Therefore, the value of SP for these data is -5 (option b).

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1.) For the triangle with sides 9 and 5, the third side must satisfy the inequality:

9 - 5 < x < 9 + 5

which simplifies to:

4 < x < 14

So the range of possible measures for the third side is 4 < x < 14.

2.) For the triangle with sides 5 and 8, the third side must satisfy the inequality:

8 - 5 < x < 8 + 5

which simplifies to:

3 < x < 13

So the range of possible measures for the third side is 3 < x < 13.

3.) For the triangle with sides 6 and 10, the third side must satisfy the inequality:

10 - 6 < x < 10 + 6

which simplifies to:

4 < x < 16

So the range of possible measures for the third side is 4 < x < 16.

4.) For the triangle with sides 6 and 9, the third side must satisfy the inequality:

9 - 6 < x < 9 + 6

which simplifies to:

3 < x < 15

So the range of possible measures for the third side is 3 < x < 15.

5.) For the triangle with sides 11 and 8, the third side must satisfy the inequality:

11 - 8 < x < 11 + 8

which simplifies to:

3 < x < 19

So the range of possible measures for the third side is 3 < x < 19.

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Based on the information provided, we cannot conclusively determine how drivers react to sudden large increases in the price of gasoline. However, we can use the recorded speeds of cars passing the service station before and after the price increase to determine if there is a statistically significant difference in speeds.

A hypothesis test can be conducted to determine if there is a significant difference in means between the two groups. If the p-value is less than the significance level, we can conclude that the speeds differ and suggest that the price increase had an impact on driver behavior. However, if the p-value is greater than the significance level, we cannot conclude that there is a significant difference in speeds and suggest that other factors may have influenced driver behavior.

To determine how drivers react to sudden large increases in the price of gasoline, we can follow these steps:

1. Collect data: The statistician recorded the speeds (mph) of cars passing a large service station before and after the price of gasoline increased by 15 cents.

2. Analyze the data: Compare the recorded speeds before and after the price increase to see if there's a noticeable difference.

3. Conduct a hypothesis test: Perform a statistical test to determine if the observed differences in speeds are significant or due to chance. For example, you can use a paired t-test or another appropriate test based on the data collected.

4. Draw conclusions: If the test shows a significant difference in speeds, we can conclude that drivers' behavior changed in response to the price increase. Otherwise, we cannot confidently say that the speeds differ due to the price increase.

By following these steps, you can determine if drivers' speeds differ as a result of sudden large increases in the price of gasoline.

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Answer:

6 IN OUNCES 170 IN GRAMS

Step-by-step explanation:

Answers:

6 ounces

170 grams

===============================================

Explanation:

Through either memorization or using a reference sheet, you should find that 1 ounce is approximately 28.35 grams.

Multiply that by 6 and we see that 6 ounces is about 6*28.35 = 170.1 grams, which rounds to 170 grams.

So overall, 6 ounces = 170 grams approximately.