what is the height of the base show your work

Answer:

-6

Step-by-step explanation:

use PEMDAS

start with the exponent: (-4)^2=16

-12 / 3 * (-8 + 16 - 6) +2

then the parentheses: (-8+16-6)=2

-12 / 3 * 2 +2

next is multiplication/division, division comes first so: -12/3=-4

-4 * 2 +2

then multiplication: -4*2=-8

-8+2=-6

Therefore, The Coordinates of the THIRD VERTEX is:  ( 5, -3 )

        Calculate the midpoint of the given vertices:

        MidPoint = ( -5 + 5/2,  3 + 3/2 )

        MidPoint = ( 0, 3 )

        Distance = √( -5 -5 )^2 + ( 3 - 3 )^2

        Distance = √( -10 )^2  +  (0)^2

        Distance = √100

        Distance =  10

        Side Length =  10/√3

        Side Length = 10/1.7

        Side Length = 5.88

        Height = √3/2  *  Side Length

        Height  = 1.7/2  *  5.88

        Height  =  5

Since the origin lies inside the triangle, The Third Vertex will have a Positive  X-Coordinate and a Negative Y-Coordinate.

       ( x, y )

        x  =  -5 + x/2

        y   =  3 + y/2

       x  =  5

       y  = -3

        Hence, The Coordinate  of the Third Vertex is:  ( 5, -3 )

I hope this helps!

Answer: 55% of the seats in the theater were filled by the 6th graders on the trip.

Step-by-step explanation:

Given: Total seats = 3100

Seats vacant=  1395

Seats occupied by 6th graders = 3100-1395 = 1705

The percentage of the seats in the theater were filled by the 6th graders on the trip = \(\dfrac{\text{Seats occupied by 6th graders}}{\text{Total seats}}\times100\)

\(=\dfrac{1705}{3100}\times100\\\\= 55\%\)

Hence, 55% of the seats in the theater were filled by the 6th graders on the trip.

Answer:

point a is (-1,-2)

point b is (-2,-4)

point c is (-3,-4)

point d is (-4-2)

Answer:

2

Step-by-step explanation:

because 38+38=76 so 2 pieces of ribbon.

Answer:

SinA=k/g

cotA=k/j

secA=g/j

cosecB=g/k

tanB=l/k

cosB=k/g

Refer to the attachment

To calculate the discharge through the circular channel, we can use Manning's equation, which relates the flow rate (Q) to the channel properties and flow conditions. Manning's equation is given by:

Q = (1/n) * A * R^(2/3) * S^(1/2)

where:

Q is the discharge (flow rate)

n is Manning's coefficient (0.014 in this case)

A is the cross-sectional area of the channel

R is the hydraulic radius of the channel

S is the slope of the channel bed

First, let's calculate the cross-sectional area (A) of the circular channel. The diameter of the channel is given as 6m, so the radius (r) is half of that, which is 3m. Therefore, the area can be calculated as:

A = π * r^2 = π * (3m)^2 = 9π m^2

Next, let's calculate the hydraulic radius (R) of the channel. For a circular channel, the hydraulic radius is equal to half of the diameter, which is:

R = r = 3m

Now, we can calculate the slope (S) of the channel bed. The given slope is 1 in 600, which means for every 600 units of horizontal distance, there is a 1-unit change in vertical distance. Therefore, the slope can be expressed as:

S = 1/600

Finally, we can substitute these values into Manning's equation to calculate the discharge (Q):

Q = (1/0.014) * (9π m^2) * (3m)^(2/3) * (1/600)^(1/2)

Using a calculator, the discharge can be evaluated to get the final result.

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Answer:

Step-by-step explanation:

Area of the larger circle:

The shaded area:

Area of the larger circle:

Answer:

8/9

Step-by-step explanation:

start by converting it.

4/3* 2/3

then multiply.

8/9

hope this helped !!

Answer:

they want more attention than they already have,or they think its funny

Step-by-step explanation:

Answer:

It seems like most people joke about depression for attention.

Step-by-step explanation:

The components of BLS include initial assessment, airway maintenance, breathing (rescue breathing; mouth-to-mouth ventilation) and chest compression.

The correct BLS (Basic Life Support) sequence of events for adults is:


1. Ensure scene safety: Check the area for potential hazards before approaching the victim.

2. Assess responsiveness: Gently tap the victim's shoulder and ask if they are okay.

3. Call for help: If the victim is unresponsive, call emergency services and request an AED (automated external defibrillator).

4. Open the airway: Tilt the victim's head back by lifting the chin to open the airway.

5. Check for breathing: Look, listen, and feel for normal breathing for no more than 10 seconds. If there's no normal breathing, start chest compressions.

6. Perform chest compressions: Place the heel of your hand in the center of the chest and push hard and fast (compress at least 2 inches deep for adults) at a rate of 100-120 compressions per minute.

7. Deliver rescue breaths: Give 2 rescue breaths by pinching the victim's nose, sealing your mouth over their mouth, and blowing air into their lungs until the chest rises.

8. Continue CPR: Follow a 30:2 ratio of compressions to breaths until emergency services arrive, an AED becomes available, or the victim starts to breathe normally.

Remember to follow these steps in the correct order to effectively perform BLS on adults.

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Construyendo y resolviendo una ecuación, tenemos que el valor de n a la segunda potencia es dado por 6561.

La ecuación de "n a la segunda potência" es dada por n elevado al quadrado, o sea:

\(E(n) = n^2\)

En este problema, n vale 81, o sea, \(n = 81\), entonces tenemos que calcular 81 elevado al cuadrado:

\(E(81) = 81^2 = 6561\)

Así, de este resultado, hay que el valor de n a la segunda potencia es dado por 6561.

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Answer:

1.5326

Step-by-step explanation:

there is no more simplification it can only be calculated by a calculator

The statement that is true of the sample size for nonprobability samples is that it is typically small.

Nonprobability sampling methods are often used when it is not feasible or practical to obtain a large sample that is representative of the population.

Nonprobability samples are selected based on criteria other than random selection, such as convenience, judgment, or purposive sampling. These methods are commonly used in qualitative research or when studying hard-to-reach populations.

Since nonprobability samples do not guarantee representativeness, the focus is often on in-depth exploration rather than generalization to a larger population. As a result, researchers often work with smaller sample sizes that are more manageable and allow for in-depth analysis of the selected cases or individuals.

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Answer:

(14,5)

Step-by-step explanation

add 9 to 5 and add 4 to 1

hope this helps

To find the general form equation of a plane passing through the origin and perpendicular to the vector (-5, -1, -3), we can use the equation of a plane in vector form.

The equation is of the form A(x - x₀) + B(y - y₀) + C(z - z₀) = 0, where (x₀, y₀, z₀) is a point on the plane and (A, B, C) is the direction vector perpendicular to the plane. By substituting the values of the origin (0, 0, 0) for (x₀, y₀, z₀) and (-5, -1, -3) for (A, B, C), we can obtain the general form equation.

The plane passing through the origin and perpendicular to the vector (-5, -1, -3) has the equation of the form A(x - 0) + B(y - 0) + C(z - 0) = 0.

Since the origin (0, 0, 0) lies on the plane, we can substitute x₀ = 0, y₀ = 0, and z₀ = 0 into the equation.

By substituting (-5, -1, -3) for (A, B, C), the equation becomes -5x - y - 3z = 0.

Rearranging the terms, we have -5x - y - 3z = 0 as the general form equation of the plane.

Therefore, the equation of the plane passing through the origin and perpendicular to the vector (-5, -1, -3) is -5x - y - 3z = 0.

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C

The mistake the arrangers made is in the second inequality. They considered the number of caps to be bought should be at least 5 times greater than the number of blouses, not the other way around. The correct inequality should be C

The correct answer is D) The first inequality should be s + h ≤ 1800.

The organizers made an error in the first inequality. The given inequality 10s + 8h ≤ 1800 represents the total cost of buying shirts (10s) and hats (8h) should be less than or equal to $1800. However, this does not take into account the fact that the organizers want to buy at least 5 times as many shirts as hats, as indicated by the second inequality h ≥ 5s.

The correct way to represent this constraint is by using the equation s + h ≤ 1800, which ensures that the total number of shirts and hats purchased does not exceed $1800 in cost. This is because the organizers want to make sure that the total cost of shirts and hats combined does not exceed the budget of $1800.

To determine if the bolts vary by more than the required variance, we can conduct a hypothesis test. The null hypothesis (H₀) states that the variance of the bolts is equal to or less than the required variance (σ² ≤ 0.025), while the alternative hypothesis (H₁) states that the variance is greater than the required variance (σ² > 0.025).

Next, we need to determine the critical value(s) of the test statistic. Since we are testing for variance, we will use the chi-square distribution. For a one-tailed test with α = 0.01 and 14 degrees of freedom (n-1), the critical value is 27.488.

Now, we can compare the test statistic to the critical value. The test statistic is calculated as (n-1) * s² / σ², where n is the sample size (15), s² is the sample variance (0.1587²), and σ² is the required variance (0.025).

If the test statistic is greater than the critical value, we reject the null hypothesis and conclude that the bolts vary by more than the required variance. Otherwise, we fail to reject the null hypothesis.

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To determine if the bolts vary by more than the required variance, we can conduct a hypothesis test. The null hypothesis (H₀) states that the variance of the bolts is equal to or less than the required variance (σ² ≤ 0.025), while the alternative hypothesis (H₁) states that the variance is greater than the required variance (σ² > 0.025).

Next, we need to determine the critical value(s) of the test statistic. Since we are testing for variance, we will use the chi-square distribution. For a one-tailed test with α = 0.01 and 14 degrees of freedom (n-1), the critical value is 27.488.

Now, we can compare the test statistic to the critical value. The test statistic is calculated as (n-1) * s² / σ², where n is the sample size (15), s² is the sample variance (0.1587²), and σ² is the required variance (0.025).

If the test statistic is greater than the critical value, we reject the null hypothesis and conclude that the bolts vary by more than the required variance. Otherwise, we fail to reject the null hypothesis.

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Answer: The width is 5

Step-by-step explanation:

The equation is x*(x-3)=40 solviing for x which is 8 but since width is x-3 then 8-3=5

The correct statements regarding activity diagrams are:

a. There can be multiple end points, but only one starting point.

c. A branch can have multiple incoming arrows.

d. A decision point may have more than 2 outgoing arrows.

e. An indeterminacy is created when the successors of an activity have non-mutually exclusive conditions.

f. An activity can be nested within another activity.

Activity diagrams are graphical representations used in software engineering to depict the flow of activities or actions within a system. The correct statements regarding activity diagrams are as follows:

a. There can be multiple end points, but only one starting point:

Activity diagrams typically illustrate the flow of activities from a single starting point to multiple end points. This allows for depicting different termination points in the system's behavior.

c. A branch can have multiple incoming arrows:

A branch in an activity diagram represents a decision point where the flow of activities can diverge. It is possible for multiple incoming arrows to converge at a branch, indicating different paths leading to the decision point.

d. A decision point may have more than 2 outgoing arrows:

A decision point in an activity diagram represents a condition or a decision that determines the subsequent flow of activities. It is possible for a decision point to have more than two outgoing arrows, indicating different paths based on the decision outcome.

e. An indeterminacy is created when the successors of an activity have non-mutually exclusive conditions:

In an activity diagram, if the subsequent activities following a certain action have conditions that are not mutually exclusive, it creates an indeterminacy. This means that multiple paths may be followed simultaneously based on the different conditions.

f. An activity can be nested within another activity:

Activity diagrams support the nesting of activities within each other. This allows for representing complex activities or sub-processes within a larger activity, providing a hierarchical structure to the diagram.

In conclusion, the correct statements regarding activity diagrams include multiple end points and a single starting point, the possibility of multiple incoming arrows at a branch, the presence of more than two outgoing arrows at a decision point, the creation of indeterminacy with non-mutually exclusive conditions, and the ability to nest activities within one another.

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We are interested in the activity diagram. Check all the correct answers.

Please select at least one answer.

O a. There can be multiple end points, but only one starting point.

O b. Any joint must have been preceded by a branch.

O c. A branch can have multiple incoming arrows.

O d. A decision point may have more than 2 outgoing arrows.

Oe. An indeterminacy is created when the successors of an activity have non-mutually exclusive conditions.

Of. An activity can be nested within another activity.

The total number of seeds that Josiah would plant would be = nR×S

To determine the total number of seeds that Josiah will plant will be to add the seeds in the total number of rooms he planted.

Let each row be represented as = nR

Where n represents the number of rows planted by him.

Let the seed be represented as = S

The total number of seeds he planted = nR×S

Therefore, the total number of seeds that was planted Josiah would be = nR×S.

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Answer:

180

Step-by-step explanation:

75+105=180

Answer:

x° = 75° , y° = 105°. x + y = 180°

Step-by-step explanation:

here's your solution

==> 105° + x° = 180° = [ linear pair ]

==> x° = 180° - 105°

==> x° = 75°

==> x° + y° = 180°. [ interior angles ]

==> 75° + y° = 180°

==> y° = 180° - 75°

==> y° = 105°

hope it helps

Answer:

A:  y = -0.4x -5

B:  y = -1x +7

C:  y = 1.25x +7

D:  y = 3x -5

Step-by-step explanation:

See the attached worksheet.  Finding the equations for the graph lines is reasonabvly straightforward, but the number of lines quadruples the space required.  We'll find equations of the form y=mx+b, where m is the slope and b is the y-intercept (the value of y when x = 0).  The worksheet notes the 4 steps needed:

1.  mark any two points on the graph for each line.

2.  Find the slope for each line by calculating the Rise/Run

3.  Find the y-intercepts from the graph.

4.  Assemoble the slopes and intercepts into the four equations.

Use a spreasheet to keep organized, and nbe patient.  Check the equations using a free online graphing utility (e.g., DESMOS).

The probability that each of the balls will be; a) P( of the same color) = 0.08875. b) P ( of different color) = 0.247678

Probability refers to a possibility that deals with the occurrence of random events.

The probability of all the events occurring need to be 1.

The formula of probability is defined as the ratio of a number of favorable outcomes to the total number of outcomes.

The Number of red balls = 5

The number of blue balls = 6

The number of green balls = 8

The Total number of balls = 5 + 6 + 8 = 19

Then with three balls selected at random, by using combination method ;

nCr = n!/(n-r)!r!

a) P( of the same color) = 5C3 + 6C3 + 8C3 / 19C3

=  86/969 = 0.08875

b) P ( of different color) = 5C1 X 6C1 X 8C1 /19C3

= 240/969 = 0.247678

Hence, The probability that each of the balls will be; a) P( of the same color) = 0.08875. b) P ( of different color) = 0.247678

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\(\textit{area of a sector of a circle}\\\\ A=\cfrac{\theta \pi r^2}{360} ~~ \begin{cases} r=radius\\ \theta =\stackrel{degrees}{angle}\\[-0.5em] \hrulefill\\ r=9\\ \theta =120 \end{cases}\implies \begin{array}{llll} A=\cfrac{(120)\pi (9)^2}{360}\implies A=27\pi \\\\\\ \stackrel{using~\pi =3.14}{A\approx 84.8} \end{array}\)

Proficiency in statistics is a vital skill for a data analyst because it helps in analyzing and interpreting data and thereby making informed decisions based on the analyzed data.

Data analysts are responsible for ensuring that an organization's data is correct, and they do this by collecting and analyzing data. Statistics is a branch of mathematics that provides a way to systematically collect and analyze data. Statistical analysis provides a framework for identifying trends, patterns, and relationships in data and helps to understand the underlying mechanisms that produce them. It is important for a data analyst to have a good understanding of statistical methods because they need to use these techniques to analyze and interpret data. Furthermore, the statistical techniques used in data analysis help to identify patterns, relationships, and trends that may not be immediately apparent from the data. In conclusion, proficiency in statistics is an essential skill for a data analyst as it helps to make informed decisions based on data and ensures that an organization's data is accurate.

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Answer:

Jerry has 16

Rob has 4

Step-by-step explanation:

4*4=16

16-4=12

Hope this helps :)

none of the dot products are equal to b, we can conclude that b is not in the set spanned by the columns of A. C. 13 2 13 2 13 2 L1 1 2 1 1 2 111] 33 3 4 56 3 3 2！

First we need to create a 3x3 matrix A, with nonzero entries. We can do this by choosing any non-zero entries for each of the nine elements in the matrix. For example:

A = [11 13 1114 3

     13 2 13 2

     111] 33 3 4]

Next, we need to create a vector b in R3 that is not in the set spanned by the columns of A. To do this, we can choose any three values that are different from the values in A. For example:

b = [9 1 2]

Now we can check if b is not in the set spanned by the columns of A. To do this, we can calculate the dot product of b and each column of A. If the dot product of any of the columns is equal to b, then b is in the set spanned by the columns of A. Since none of the dot products are equal to b, we can conclude that b is not in the set spanned by the columns of A.

The complete question is : Construct a 3x3 matrix A, with nonzero entries, and a vector b in R3 such that b is not in the set spanned by the columns of A. Choose the correct answer below 11 13 1114 3 A. B. L333J 333] 111] L9 「1 1 2 33 3 4 56 3 3 21 C. D. 13 2 13 2 13 2 L1 1 2 1 1 2 111] 33 3 4 56 3 3 2！

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Answer:

Parry has 4 chocolate bars. He eats 3/8 of each chocolate bar. How much of the chocolate bars did he eat?