The Santos family owns 30 acres of land. Of the 30 acres, only 20 acres can be farmed. What percent of the land is available for farming?(1 point)

Classroom objects can be categorized as vertical or horizontal. Examples of vertical objects include doors, bookshelves, and clocks, while horizontal objects include desks, tables, and chairs.

In a classroom, there are many objects that are vertical and horizontal. Here are ten examples of each:

Vertical objects in a classroom:

1. Door                     6. Clock

2. Cabinet               7. Electrical outlets

3. Bookshelf            8. Light switches

4. Whiteboard         9. Window blinds

5. Flagpole             10. Bulletin board

Horizontal objects in a classroom:

1. Desks                  6. Keyboard trays

2. Chairs                 7. Carpet tiles

3. Tables                 8. Ceiling tiles

4. Countertops       9. Whiteboard markers

5. Shelves              10. Paper trays

These are just a few examples of vertical and horizontal objects that can be found in a classroom.

It is important to recognize the different shapes and orientations of objects in our environment, as they can affect the way we perceive and interact with them.

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Answer:

(x + 5) is not a factor of, \( f(x) = x^ 3 − 4x^2 + 3x + 7 \)

Step-by-step explanation:

\( f(x) = x^ 3 − 4x^2 + 3x + 7 \\ \\ let \: x + 5 = 0 \\ \implies \: x = - 5 \\ \\ plug \: x = - 5 \: in \: f(x) \\ \\ f( - 5) = ( - 5)^ 3 − 4( - 5)^2 + 3( - 5) + 7 \\ \\ f( - 5) = - 125 − 4(25) - 3( 5) + 7 \\ \\ f( - 5) = - 125 − 100 - 15 + 7 \\ \\ f( - 5) =7 - 240 \\ \\ f( - 5) = - 233 \\ \\ \because \: f( - 5) \neq 0 \\ \implies \: remainder\: is\: not\: zero\\ \therefore \: (x + 5) \: is \: not \: a \: factor \: of \: \\ f(x) = x^ 3 − 4x^2 + 3x + 7 \\ \)

f(-4) = 1

f(0) = 2

Step-by-step explanation:

1. f(x) = 1/4x+2

Just replace -4 in every position of x

f(-4) = ¼ × (-4) + 2

f(-4) = -1 +2

f(-4) = 1

2. f(x) = 1/4x+2

Same procedure. Replacing x with 0

f(0) = ¼ × 0 +2

f(0) = 0 + 2

f(0) = 2

Have a good day!

The simplified form of the expression is (∛(6x²))/(2∛y).

To simplify the expression ∛(12x²/16y), we can simplify the numerator and denominator separately and then simplify the resulting fraction.

First, let's simplify the numerator, which is 12x². Since the cube root (∛) asks for the number that, when cubed, gives the original number, we can simplify the numerator by taking the cube root of each factor:

∛(12x²) = ∛(12x²).

Next, let's simplify the denominator, which is 16y. Similarly, we can simplify it by taking the cube root of each factor:

∛(16y) = ∛(2⁴y) = 2∛2y.

Now, we can rewrite the expression with the simplified numerator and denominator:

∛(12x²/16y) = (∛(6x²))/(2∛y).

So, the simplified form of the expression is (∛(6x²))/(2∛y).

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if the test statistic falls outside this range, we would reject the null hypothesis and conclude that students take more than 2 classes per quarter on average.

The rejection region is the set of values that, if the test statistic falls within it, would lead us to reject the null hypothesis. In this case, the null hypothesis is that students take an average of 2 classes per quarter.

To determine the rejection region, we need to find the critical value corresponding to the given significance level. Since alpha is 0.01 and the sample size is 16, we can use the t-distribution with n-1 degrees of freedom.

Using a t-distribution table or calculator, we find that the critical value for a two-tailed test at alpha = 0.01 and 15 degrees of freedom is approximately ±2.947.

The rejection region consists of the values outside the interval (-∞, -2.947) and (2.947, ∞).

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The function, p(x) = cos²x/ sin 2x  has a limit that is undefined (does not exist) as x approaches 0.

The correct option therefore option b;

b. As x approaches 0, the limit of p(x) does not exist

Here, we have,

We have,

The given function is presented as follows;

p(x) = cos²x/ sin 2x

Required;

The limit of the function as x approaches (zero) 0

we have,

The limit of a function at a given point within the domain of the function is the value of the function as the function's argument approaches a.

Therefore, the limit of the given function at the point x = 0 is given by the function's value as the argument of the function, x approaches 0.

cos²(0) = 1

sin(2×0) = sin(0) = 0

Therefore;

p(x) = cos²0/ sin 2(0) = infinity

Therefore, the limit of the function does not exist as x approaches 0

The correct option is therefore, option b

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Answer:

Yes, the graph crosses the x-axis at x = -2.

Step-/by-step explanation:

Substitute x = -2 in the equation.

     \(\sf y =\dfrac{1}{2}x + 1\\\\y =\dfrac{1}{2}*(-2)+1\\\\y = - 1 + 1\\\\y = 0\)

At x-axis, the value of y = 0.

So, the graph crosses the x-axis.

a. The numbers are 23 and -6.

b. The numbers are 22  /3 and - 20 / 3.

The sum of two numbers is 17 and there difference is 29. Therefore, let's find the two numbers as follows:

let the two numbers be x and y

Therefore,

x + y = 17

x - y = 29

add the equations

2x = 46

x = 46 / 2

x = 23

Therefore, let's find y

y = 17 - 23

y = -6

Therefore, the numbers are 23 and -6

b.

The sum of a number and twice a greater number is 8. The sum of the greater number and twice the lesser number is -6.

Therefore, let's find the numbers as follows:

x + 2y = 8

y + 2x = -6

Hence,

x + 2y = 8

2x + y = -6

multiply equation(ii) by 2

2x + 4y = 16

2x + y = -6

subtract the equations

3y = 22

y = 22 / 3

Let's find x

x = 8 - 2(22 / 3)

x = 8 - 44 / 3

x =  24 - 44/ 3

x = - 20 / 3

Therefore, the numbers are 22 / 3 and - 20 / 3

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The area of the compound figure can be calculated as the sum of smaller areas of known shapes, as shown below:

There are 3 rectangles and one triangle.

The first rectangle has dimensions of 19 ft by 7 ft. Area = 19 ×7 = 133 sq ft

The second rectangle has dimensions of 6 ft by 11 ft. Area = 6 ×11 = 66 sq ft

The third rectangle has a width of 7 ft and a length of 4 + 6 + 3 = 13 ft. Area = 7 ×13 = 91 sq ft

The value of x can be obtained by subtracting the length of the third rectangle minus 7 ft: x = 13 - 7 = 6 ft

The base of the triangle is b = x + 5 = 11 ft

The height of the triangle is h = 5 ft

The area of the triangle is:

The total area of the figure is 133 + 66 + 91 + 27.5 = 317.5 sq ft

The equation which is useful to find "n" number of weeks to reach our goal is 35n + 100 = 800.

How to form an equation?

Determine the known quantities and designate the unknown quantity as a variable while trying to set up or construct a linear equation to fit a real-world application.

As per the given table,

Amount of money in 0 weeks = $100

Amount of money in 1st week = $135

In 2nd week = $170, in 3rd week = $205

So there is a $35 increment each week.

Let's say it takes "n" number of weeks to reach the goal.

So, 35n + 100 = 800

Hence the answer is The equation which is useful to find "n" number of weeks to reach our goal is 35n + 100 = 800".

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The value of x in the figure is 80 degree

In mathematics, an angle is a geometric shape formed by two rays, or line segments that share a common endpoint, called a vertex. The rays are often referred to as the arms or sides of the angle.

The size of an angle is measured in degrees, radians, or other units of measurement. and this is the wideness of the two rays.

In the figure the two rays are SM and SN and the value of the angle is 80 degrees.

Angles are an important concept in geometry and are used in many fields, including physics, engineering, and architecture.

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Answer:

can u express ur question

Step-by-step explanation:

23-p it doesn't make sense cause I write a number with=

Answer: 2

Step-by-step explanation: 55.94 + 6.4 = 62.34

The type of diagram used to graphically show the relationship between two numerical variables is called a scatter plot.

A scatter plot is a visual representation of data points plotted on a graph, with one variable represented on the x-axis and the other variable represented on the y-axis.

Each data point on the plot corresponds to a pair of values from the two variables being analyzed. The position of each point on the graph indicates the values of both variables, allowing us to examine the relationship between them.

The main purpose of a scatter plot is to visualize the correlation or relationship between the two variables. The pattern formed by the data points on the plot can indicate the direction, strength, and nature of the relationship.

For example, if the points on the scatter plot tend to form a linear pattern, it suggests a linear relationship between the variables. On the other hand, if the points are scattered randomly with no clear pattern, it indicates a weak or no relationship between the variables.

Scatter plots are commonly used in various fields, including statistics, data analysis, and scientific research. They provide a visual way to explore and interpret relationships between variables, identify outliers, detect trends, and assess the strength and direction of associations.

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Answer:

answer is 2

Step-by-step explanation:

can you mark me brainlist

Answer:

(9a - 9) - (-9a + 2)

= 9a - 9 + 9a - 2

= 18a - 11

The length and the width of the rectangle are 1cm and 8/3cm

The formula that is used to calculate the area of a rectangle is expressed with the equation;

A = lw

Given that the parameters are;

From the information given, we have that;

Length = 3w - 7

Substitute the values, we have;

40 = (3w - 7)w

expand the bracket

40 = 3w² - 7w

3w² - 7w - 40 = 0

3w² + 15w - 8w - 40 = 0

3w(w + 5) - 8(w + 5) = 0

w = 8/3 or - 5

Length = 3(8/3) - 7 = 1

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The F-ratio is a statistic used in the analysis of variance (ANOVA) test to compare the means of two or more groups. The F-ratio is calculated as the ratio of the between-group variance to the within-group variance. A negative F-ratio is not possible, so it is likely that there was an error in the calculation or reporting of the statistic.

Assuming that the F-ratio was calculated correctly and reported accurately, a negative F-ratio implies that the between-group variance is smaller than the within-group variance. This is unusual and could indicate that there are issues with the data, such as outliers or a violation of the assumption of homogeneity of variances.

In general, a significant F-ratio (i.e., one that is large enough to reject the null hypothesis) indicates that there are differences between the means of the groups being compared.

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The radius of the circle is 24 cm.

Given that, a circle has an arc length of 8π cm and a degree measure of 60°, we need to find the radius of the circle,

The arc length = central angle / 360° × π × diameter

8π = 60° / 360° × π × diameter

Diameter = 48

Radius = 48/2

= 24

Hence, the radius of the circle is 24 cm.

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The  six different iterated triple integrals for the volume of the tetrahedron cut from the first octant by the plane 6x + 3y+ 2z = 8 are ,

dxdydz : 8-2z 8-3y-2z

dydxdz : 8-2z 8-6x-2z

dxdzdy : 8-4y 8-3y-2z

dzdxdy : 8-3y 8-6x-3y

dydzdx : 8-6x-2z

dzdydx : 8-6x-3y

The tetrahedron cut from the first octant by the plane 6x + 3y + 2z = 1 has vertices at (1/6, 0, 0), (0, 1/3, 0), (0, 0, 1/2), and (0, 0, 0). Here are six different iterated triple integrals for the volume of this tetrahedron:

\(\int_0^{1/2} \int_0^{2-4z/3}\int_0^{1-3y/2-2z/3} dx \, dy \, dz\)

\(\int_0^{1/6} \int_0^{1-6x}\int_0^{1-3y/2-2z/3} dy \, dz \, dx\)

\(\int_0^{1/6} \int_0^{1/3-2x/3}\int_0^{1-3y/2-6x/3-2z/3} dz \, dy \, dx\)

\(\int_0^{1/2} \int_0^{1/6-3z/2}\int_0^{1-6x-3y/2-2z/3} dy \, dx \, dz\)

\(\int_0^{1/3} \int_0^{1/2-2y}\int_0^{1-3y-2z-6x} dx \, dz \, dy\)

\(\int_0^{1/3} \int_0^{1/6-3y/2}\int_0^{1-6x-3y/2-2z/3} dz \, dx \, dy\)

Note that the order of integration doesn't affect the final result, as long as the limits are set up correctly.

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9514 1404 393

Answer:

Step-by-step explanation:

1. The only "Given" statement involving QR is ...

  QR ≅ SR

2. You will notice that PQ ≅ PS is a Given statement.

3. The reflexive property says a segment is congruent to itself:

  PR ≅ PR

4. All three sides of the triangles have been shown to be congruent. The appropriate choice for the postulate that shows congruence of the triangles is the SSS Postulate.

Answer:

11) 1 3/8

12) 17/18

Step-by-step explanation:

Answer:

11

Step-by-step explanation:

all you gotta do is subtract q3 from q1, in this case it's 15-4=11

Answer:

q^2

Step-by-step explanation:

Answer:

q^2

Step-by-step explanation:

4q^2 – 3q^2

Factor out the q^2

q^2 ( 4-3)

q^2(1)

1q^2

q^2

The requried statement is mentioned in C where Table A represents y = 2.5x and table B represents y = 3x describe the relationships between x and y for each table. Option C is correct.

Proportionality is defined as between two or more sets of values, and how these values are related to each other in the sense are they directly proportional or inversely proportional to each other.

Here,

In Table A, y is 2.5 more than x, and in Table B, y is 3 more than x. Both tables represent additive relationships. the requried statement is mentioned in C where Table A represents y = 2.5x and table B represents y = 3x describing the relationships between x and y for each table. Option C is correct.

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1. Vertex A: 3 in-degrees

2. Vertex B: 2 in-degrees

3. Vertex C: 1 in-degree

4. Vertex D: 2 in-degrees

5. Vertex E: 1 in-degree

To determine the number of in-degrees for each vertex, we need to examine the directed edges leading into each vertex.

1. Vertex A: There are three directed edges pointing towards Vertex A, namely edges from Vertex B, Vertex C, and Vertex D. Hence, Vertex A has 3 in-degrees.

2. Vertex B: There are two directed edges pointing towards Vertex B, which are from Vertex C and Vertex D. Therefore, Vertex B has 2 in-degrees.

3. Vertex C: There is only one directed edge pointing towards Vertex C, which is from Vertex A. Hence, Vertex C has 1 in-degree.

4. Vertex D: Similar to Vertex B, Vertex D also has two directed edges pointing towards it, originating from Vertex A and Vertex E. Thus, Vertex D has 2 in-degrees.

5. Vertex E: There is only one directed edge pointing towards Vertex E, which is from Vertex B. Therefore, Vertex E has 1 in-degree.

- Vertex A has 3 in-degrees.

- Vertex B has 2 in-degrees.

- Vertex C has 1 in-degree.

- Vertex D has 2 in-degrees.

- Vertex E has 1 in-degree.

By correctly matching the vertices with their respective number of in-degrees, we have provided an accurate analysis of the directed edges leading into each vertex in the right column.

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Using the Fundamental Counting Theorem, it is found that she can choose 180 different meals.

It is a theorem that states that if there are n things, each with \(n_1, n_2, \cdots, n_n\) ways to be done, each thing independent of the other, the number of ways they can be done is:

\(N = n_1 \times n_2 \times \cdots \times n_n\)

In this problem:

Then:

\(N = n_1n_2n_3 = 3(15)(4) = 180\)

She can choose 180 different meals.

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Answer:

13 is 41.9 percent of 31

13/31*100=41.9

Scale factor = 5/3, AB = 4√5 cm, and perpendicular distance of scale factor is so A'B' = (20/3)√5 cm.

To find A'B, we want to initially decide the scale element of the growth. We know that Promotion = 12 cm and A'D' = 20 cm, so the scale factor is:

scale factor = A'D'/Promotion = 20 cm/12 cm = 5/3

This implies that each side of A'B'C'D' is 5/3 times the length of the relating side of ABCD.

To find A'B, we can zero in on the level side of the square, which relates to Stomach muscle in ABCD. We know that |DC| = 8 cm, so |BC| = |DC| = 8 cm. Since the scale factor is 5/3, we have:

|A'B'| = (5/3) * |AB|

We can utilize the Pythagorean hypothesis to track down |AB|. Let x be the length of |AB|, then, at that point:

\(x^2 + 8^2 = 12^2\)

Working on this situation, we get:

\(x^2 = 144 - 64 = 80\)

Taking the square base of the two sides, we get:

x = √80 = 4√5

Hence:

|A'B'| = (5/3) * |AB| = (5/3) * 4√5 = (20/3)√5

So the length of A'B' is (20/3)√5 cm.

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