which one is irrational?

Answer:

Hi there!

Your answer is:

D: 18.00$

Step-by-step explanation:

First, we plug in all the numbers under the columns "Kitchen Sink", "Bathroom Sink" and "Shower" in our matrix calculator as A. Then, we plug in all the numbers under "Total Selling Price" in our matrix calc as B. Then, we perform the equation A^-1 * B. We will look to the 3rd row for this, since shower is our "z" and the third row represents z

Since profit is determined by .15 * 120, we calculate this. Your answer is 18.

Hope This Helps

Edge Tested & Approved

Answer: option D

Step-by-step explanation:

Edge 2023

What are your answer choices?

6t+31=41

6t=10

t=10/6

t=5/3

The measure of <A = 53 degrees

To determine the measure of the angle, we need to know the following;

From the information given, we have that;

AB is a diameter of circle O.

Bute m<B = 37 degrees

Then, we can say that;

<A + <B + <C = 180

<A + 90 + 37 = 180

collect the like terms, we have;

<A = 53 degrees

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Answer:

(3x + 7y)^2 =  9 x^2 + 42xy + 49y^2

Step-by-step explanation:

Given:

Entrance fee per student: $5(29)

Lunch costs: $4(29 + 6)

Bus fees: $25 + 8($2 + $3)

Total cost: 5(29) + 4(35) + 25 + 8(5)

To find:

The equivalent expressions of the total cost that use the properties of operations to simplify the math.

Solution:

We have,

Total cost = 5(29) + 4(35) + 25 + 8(5)

To simply this expression, we need to write 29 and 35 in the expand form or as the sum of their place values because it is easy to multiply a number with multiply of 10 and single digit.

Total cost = 5(20+9) + 4(30+5) + 25 + 40

Therefore, the correct option is B.

Answer:

Entrance fee per student: $5(29) Lunch costs: $4(29 + 6) Bus fees: $25 + 8($2 + $3) Total cost: 5(29) + 4(35) + 25 + 8(5) To find: The equivalent expressions of the total cost that use the properties of operations to simplify the math. Solution: We have, Total cost = 5(29) + 4(35) + 25 + 8(5) To simply this expression, we need to write 29 and 35 in the expand form or as the sum of their place values because it is easy to multiply a number with multiply of 10 and single digit. Total cost = 5(20+9) + 4(30+5) + 25 + 40 Therefore, the correct option is B.

Step-by-step explanation:

copy me above :)))

Answer:

forty-seven :)

Step-by-step explanation:

4 tens

7 ones :)

Have an amazing day!!

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Answer:

D

Step-by-step explanation:

3x5=15

3x10=30

5x6=30

Answer:

50% = percent chang

Step-by-step explanation:

6 ÷ 50%

6 × .50 = 3

3 ÷ .50 = 6

After solving,  41.67 Hz wing beats the dragonfly performs per second.

In the given question, if the video is shot at 190 frames per second, then we have to find how many wing beats the dragonfly performs per second.

From the given question,

Frames per one wing beat = 6 frames

Video shot at = 250 frames per second

We firstly find the time period

So, Time period (T) = 6/250

T= 0.024 s

Snce we have to find how many wing beats the dragonfly performs per second.

Per second number of wing beats = 1/T

Per second number of wing beats = 1/0.024

Per second number of wing beats = 41.67 Hz

Hence, 41.67 Hz wing beats the dragonfly performs per second.

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The right question is;

A frame by frame analysis of a slowmotion video shows that a hovering dragonfly takes 6 frames to complete one wing beat.

If the video is shot at 190 frames per second, how many wing beats does the dragonfly perform per second?

Answer:

m = 8

Step-by-step explanation:

2(8) = 16

16 - 3 = 13

Therefore, m = 8

The function y = 3x + 7 is a linear function and the second function that is represented in table is an exponential function.

Here the function y = 3x + 7 is a linear function  and the second function is an exponential function because powers of 2.

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Answer:

10 miles long

Step-by-step explanation:

The length of the circular trail is calculated as: 10 miles.

We are told that Arthur walked around a circular trail twice in a total of 4.5 hrs.

Thus, he completed two full loops around the circular trail. Let's call the distance of the trail "d" (in miles) and the time it took for the first loop "t1" hours, and the time it took for the second loop "t2" hours.

So, we have:

t₁ + t₂ = 4.5

He walked the circle at 4 mph the first time and at 5 mph the second time.

The distance traveled is given by the formula:

Distance = Speed × Time.

For the first loop:

d = 4t₁

For the second loop:

d = 5t₂

From Equation 2 and Equation 3, we can set up an equation relating t₁ and t2:

4t₁ = 5t₂

Now, we can solve for t₁ in terms of t₂:

t₁ = (5/4)t₂

Substitute this value of t1 into Equation 1:

(5/4)t₂ + t₂ = 4.5

Combine the terms:

(9/4)t₂ = 4.5

Now, solve for t₂:

t₂ = (4.5 * 4) / 9

t₂ = 2

Now that we have the value of t₂, we can find t₁ using the equation

t₁ = (5/4)t₂

t₁  = (5/4) * 2

t₁  = 2.5

Now we can find the length of the trail using either Equation 2 or Equation 3:

d = 4t₁

d = 4 * 2.5

d = 10

So, the length of the circular trail is 10 miles.

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Answer:

right angle

Step-by-step explanation:

Answer:

4,3,5

Step-by-step explanation:

1/4

2/3

4/5

4,3,5

4-3/5

Answer:

C

Step-by-step explanation:

the vertex of the blue is (-4,1)

the matching formula has the vertex in it (h,k)

y = (x-h)^2 + k

notice in the formula h is negative

so since the x value of the vertex is (-4), you make it positive in the formula

the y value is positive in the formula and so is the y value of the vertex (1)

Answer:

12.65 : 1

Step-by-step explanation:

Answer:

$12.65/h

Step-by-step explanation:

Unit rate is given by: \(U=\frac{cost}{time}\)

So in this case we have \(U = \frac{\$253}{20h} =\$12.65/h\)

Let Asia's and Rani's age be "x"

Since Asia is 10 years bigger Asia will be "x+10"

Asia's Age + Rani's Age = 200

x + x + 10 = 200

2x + 10 = 200

2x = 200 - 10

2x = 190

x = 190

     -----

       2

x = 95

Asia = x + 10

          95 + 10

          105

Rani's age is 95 and Asia's Age is 105

The smallest sample size n that provides the desired accuracy is 10.

To find the smallest sample size n that provides the desired accuracy, we can use the formula:

n = (Z-value * standard deviation / margin of error)²

Where:
Z-value = the critical value for the desired confidence level (in this case, 1.96 for 95% confidence)
Standard deviation = the preliminary sample standard deviation (1.5 in this case)
Margin of error = the desired accuracy (0.3 units in this case)

Substituting the values, we get:

n = (1.96 * 1.5 / 0.3)²
n = 9.8

Since we cannot have a fractional sample size, we round up to the nearest whole number, giving us:

n = 10

Therefore, the smallest sample size n that provides the desired accuracy is 10.

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The main idea behind statistical inference is that through the use of sample data, we are able to draw conclusions about the population from which the data was drawn (option c).

Statistical inference allows us to make inferences and draw conclusions about a larger population based on the analysis of a smaller representative sample.

By collecting data from a sample, we can use statistical methods to analyze and summarize the information. These methods include estimating population parameters, testing hypotheses, and making predictions.

The key assumption underlying statistical inference is that the sample is representative of the larger population, allowing us to generalize the findings to the population as a whole.

Statistical inference provides a way to make reliable and informed decisions, identify patterns and relationships, and make predictions about future observations based on the available data. It allows researchers, scientists, and decision-makers to make evidence-based conclusions and draw meaningful insights from limited observations.

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Relying solely on statistics on real GDP during World War II may give a misleading indication of prosperity. It is crucial to consider a broader range of indicators and factors, such as living standards, employment conditions, social well-being, and the overall human experience, to assess the true impact of the war on the economy and society.

Statistics on real GDP during World War II may give a misleading indication of whether it was a period of prosperity because GDP measures the total value of goods and services produced within a country's borders, but it does not capture the full picture of economic well-being and quality of life.

During World War II, the increased production of military goods and services significantly boosted GDP. The war effort led to a surge in government spending, mobilization of resources, and expansion of industries related to defense production. This contributed to a substantial increase in GDP figures, creating the appearance of economic growth and prosperity.

However, it is essential to consider the context and the underlying factors that influenced these GDP numbers. World War II was a time of conflict and immense human suffering. The war resulted in widespread destruction, loss of life, displacement, and significant social and economic disruptions. Resources were redirected towards war production, which often came at the expense of civilian consumption and investment.

Furthermore, GDP does not account for the distribution of wealth and income. While some sectors of the economy thrived during the war, others faced hardships and scarcity. Rationing and resource allocation measures were implemented, which limited the availability of consumer goods for the general population. Additionally, the impact of inflation and wartime price controls can distort the true economic conditions experienced by individuals and households.

Moreover, the human cost of war cannot be captured by GDP alone. The loss of lives, physical and emotional trauma, and long-term social and economic consequences cannot be adequately reflected in GDP figures.

Therefore, relying solely on statistics on real GDP during World War II may give a misleading indication of prosperity. It is crucial to consider a broader range of indicators and factors, such as living standards, employment conditions, social well-being, and the overall human experience, to assess the true impact of the war on the economy and society.

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The linear model that represents the cost of any number of candy bars can be written as: C = $1.90B + $0.95

To write the linear model that models the cost of any number of candy bars, we need to find the equation of a line that best fits the given data points. We'll use the variables B for the number of candy bars purchased and C for the total cost of the candy bars.

Looking at the given data, we can see that there is a linear relationship between the number of candy bars and the total cost. As the number of candy bars increases, the total cost also increases.

To find the equation of the line, we need to determine the slope and the y-intercept. We can use the formula for the equation of a line: y = mx + b, where m is the slope and b is the y-intercept.

First, let's find the slope (m) using two points from the given data, for example, (3, $6.65) and (25, $48.45):

m = (C2 - C1) / (B2 - B1)

 = ($48.45 - $6.65) / (25 - 3)

 = $41.80 / 22

 ≈ $1.90

Now, let's find the y-intercept (b) using one of the data points, for example, (3, $6.65):

b = C - mB

 = $6.65 - ($1.90 * 3)

 = $6.65 - $5.70

 ≈ $0.95

Therefore, the linear model that represents the cost of any number of candy bars can be written as:

C = $1.90B + $0.95

This equation represents a linear relationship between the number of candy bars (B) and the total cost (C). For any given value of B, you can substitute it into the equation to find the corresponding estimated total cost of the candy bars.

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1. The tangent of an acute angle in a right triangle equal to 17 greater than 1 that measure angle is 57.29 degrees.

2. The tangent of an acute angle in a right triangle equal to 17 less than 1 that measure angle is 45 degrees.

3. The tangent of an acute angle in a right triangle equal to 17 equal to 1 that measure angle is 45 degrees.

In a right triangle, the tangent of an acute angle is defined as the ratio of the length of the side opposite to the angle to the length of the adjacent side. Let us denote the acute angle by θ, the length of the side opposite to the angle by a, and the length of the adjacent side by b. Then we have:

tan(θ) = a/b

Since the angle θ is acute, we have a > 0 and b > 0. We can use the Pythagorean theorem to relate the lengths of the two sides to the length of the hypotenuse c:

a^2 + b^2 = c^2

Solving for b, we get:

\(b = \sqrt{c^2 - a^2}\)

Substituting this into the expression for tangent, we get:

tan(θ) = a/ \(\sqrt{c^2 - a^2}\)

Now, we can use the given conditions to find the possible values of the angle θ.

1. If tan(θ) is 17 greater than 1, we have:

tan(θ) > 1 and tan(θ) = 17 + 1 = 18

Using the expression for tangent above, we get:

a/sqrt(c^2 - a^2) > 1 and a/√(c^2 - a^2) = 18

Squaring both sides of the inequality and simplifying, we get:

a^2 < (c^2 - a^2) and a^2 = 324(c^2 - a^2)

Solving for a/c, we get:

a/c = √(324/325)

Since a/c is the sine of the angle θ, we have:

sin(θ) = a/c = √(324/325)

Using a calculator or trigonometric table, we can find that the angle whose sine is approximately 0.9999 radians or 57.29 degrees satisfies the given condition.

2. If tan(θ) is less than 1, we have:

tan(θ) < 1

Using the expression for tangent above, we get:

a/√(c^2 - a^2) < 1

Squaring both sides and simplifying, we get:

a^2 > (c^2 - a^2)

Solving for a/c, we get:

a/c > √(2)/2

Since a/c is the sine of the angle θ, we have:

sin(θ) > √(2)/2

Using a calculator or trigonometric table, we can find that the angle whose sine is approximately 0.7854 radians or 45 degrees satisfies the given condition.

3. If tan(θ) is equal to 1, we have:

tan(θ) = 1

Using the expression for tangent above, we get:

a/√(c^2 - a^2) = 1

Squaring both sides and simplifying, we get:

a^2 = c^2 - a^2

Solving for a/c, we get:

a/c = √(2)/2

Since a/c is the sine of the angle θ, we have:

sin(θ) = a/c = √(2)/2

Using a calculator or trigonometric table, we can find that the angle whose sine is approximately 0.7854 radians or 45 degrees satisfies the given condition. Alternatively, we can note that the angle whose tangent is equal to 1 is 45 degrees.

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The coordinates of an undefined slope are points that are either the same or have no x-value. In both cases, the slope of a line between these points would be undefined because it would involve dividing by 0, which is not allowed in mathematics. This is because the slope of a line is calculated by dividing the difference in y-coordinates by the difference in x-coordinates, and if the x-coordinates are the same or do not exist, this division would result in an undefined value.

The 10 kg child should sit 0.6 meters from the axis of rotation on the seesaw to achieve equilibrium.

To achieve equilibrium on the seesaw, the total torque on each side of the seesaw must be equal. Torque is calculated by multiplying the weight (mass x gravity) by the distance from the axis of rotation.

Let's calculate the torque on each side of the seesaw: -

Child weighing 18 kg:

torque = (18 kg) x (9.8 m/s²) x (2 m)

           = 352.8 Nm

Child weighing 21 kg:

torque = (21 kg) x (9.8 m/s²) x (2 m)

           = 411.6 Nm

To find the position where a 10 kg child should sit to achieve equilibrium, we need to balance the torques.

Since the total torque on one side is greater than the other, the 10 kg child needs to be placed on the side with the lower torque.

Let x be the distance from the axis of rotation where the 10 kg child should sit. The torque exerted by the 10 kg child is:

(10 kg) x (9.8 m/s^2) x (x m) = 98x Nm

Equating the torques:

352.8 Nm + 98x Nm = 411.6 Nm

Simplifying the equation:

98x Nm = 58.8 Nm x = 0.6 m

Therefore, to attain equilibrium, the 10 kg youngster should sit 0.6 metres from the seesaw's axis of rotation.

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Answer:

The answer is “e n t “. As this sequence represents the first letter of number one to ten.

Step-by-step explanation:

Brainliest me PLEASE

Answer:

A = 1,462.73 cm^2

Step-by-step explanation:

A = (pi)(12)(26.8) + (pi) (12)^2

A = 1,010.34 + 452.39

A = 1,462.73 cm^2

Answer:

Let DC be the tower and BC be the building. Then,

∠CAB=45

o

,∠DAB=60

o

,BC=20 m

Let height of the tower, DC=h m.

In right △ABC,

tan45 o = AB/BC

1=20/AB

AB=20m

In right∆ABD,

tan 60°=BD/AB

√3=h+20/20

h=20(√3-1)m

Answer:

5.5,5.5081, 5.58, 7.428

Step-by-step explanation:

to look from least to greatest just look at each place value and see which one is slower and any that you can’t see is zero

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