Which statement about f(x) =x2 + 16x + 3 is true?

Answer:

9+6=15  540 divided by 15=36

Step-by-step explanation:

Answer:

9x+6y<=540 is the inequality

Answer:

195 km

Step-by-step explanation:

65 km/h x 3 h =

Answer:

195 km

Step-by-step explanation:

Time = 3hr

Speed = 65 km/hr

Distance = Speed x Time

Distance = 65 x 3

               = 195 km

1. right triangular prism - B. 4 triangles and 1 rectangle

2. oblique square prism - C. 2 squares and 4 congruent parallelograms

3. right triangular pyramid - D. 4 congruent, equilateral triangles

4. rectangular pyramid - A. 2 congruent triangles and 3 rectangles

Answer:

distance

Step-by-step explanation:

Point B must be the same distance from the origin as point A​.

Rotation is a kind of geometric transformation where a figure or point is rotated by a certain degrees about a given point.

Given that,

Point B is the image of the point A when A is rotated 90° counterclockwise around the origin.

A point P(x, y) after the rotation of 90°counterclockwise around the origin is P'(-y, x).

So the x coordinate changes to the negative of y coordinate and y coordinate changes to x coordinate.

Distance between P(x, y) from origin (0, 0) is √(x² + y²)

Similarly the distance P'(-y, x) from origin (0, 0) is √((-y)² + x²) = √(x² + y²)

Hence they are at the same distance.

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To find the probability that Isabel chooses a drink that is in a can or is a soda, we need to determine the number of favorable outcomes and the total number of possible outcomes.

Let's assume there are 10 bottles of soda, 5 cans of soda, 8 bottles of juice, and 4 cans of juice in the cooler. The number of favorable outcomes is the sum of the number of cans and the number of bottles of soda, which is 5 + 10 = 15.

The total number of possible outcomes is the sum of the total number of drinks in the cooler, which is 10 + 5 + 8 + 4 = 27. Therefore, the probability that Isabel chooses a drink that is in a can or is a soda is 15/27. Simplifying the fraction, we get 5/9. Hence, the probability is 5/9 or approximately 0.555, rounded to three decimal places.

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Answer:

y= 2/3 x + 4

y- intercept= (0,4)

and slope of the line is 2/3

Answer:

B.

Step-by-step explanation:

y = mx + b

The y-intercept is the point (0, 4), so you get b = 4

You now have

y = mx + 4

Now start at the y-intercept, (0, 4). Go up 2 units and right 3 units to a point on the line; rise = 2; run = 2.

slope = m = rise/run = 2/3

Now you have

y = 2/3 x + 4

Answer: B.

If a student is selected at random from this senior class,  the probability that the student is:  

(i) a male and has a driver's license is 0.3825,

(ii) a female and has a driver's license is 0.385.

We need to find the probability that a student is (i) a male and has a driver's license, and (ii) a female and has a driver's license, given that there are 400 seniors, 180 of which are males.

(i) A male and has a driver's license:
Step 1: Find the number of males with driver's licenses: 180 males * 85% = 153 males.
Step 2: Calculate the probability: (Number of males with driver's licenses) / (Total number of seniors) = 153/400.
Step 3: Simplify the probability: 153/400 = 0.3825.

(ii) A female and has a driver's license:
Step 1: Calculate the number of females: 400 seniors - 180 males = 220 females.
Step 2: Find the number of females with driver's licenses: 220 females * 70% = 154 females.
Step 3: Calculate the probability: (Number of females with driver's licenses) / (Total number of seniors) = 154/400.
Step 4: Simplify the probability: 154/400 = 0.385.

So, the probability that a student selected at random from this senior class is: (i) a male and has a driver's license is 0.3825, and (ii) a female and has a driver's license is 0.385.

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If a student is selected at random from this senior class,  the probability that the student is:  

(i) a male and has a driver's license is 0.3825,

(ii) a female and has a driver's license is 0.385.

We need to find the probability that a student is (i) a male and has a driver's license, and (ii) a female and has a driver's license, given that there are 400 seniors, 180 of which are males.

(i) A male and has a driver's license:
Step 1: Find the number of males with driver's licenses: 180 males * 85% = 153 males.
Step 2: Calculate the probability: (Number of males with driver's licenses) / (Total number of seniors) = 153/400.
Step 3: Simplify the probability: 153/400 = 0.3825.

(ii) A female and has a driver's license:
Step 1: Calculate the number of females: 400 seniors - 180 males = 220 females.
Step 2: Find the number of females with driver's licenses: 220 females * 70% = 154 females.
Step 3: Calculate the probability: (Number of females with driver's licenses) / (Total number of seniors) = 154/400.
Step 4: Simplify the probability: 154/400 = 0.385.

So, the probability that a student selected at random from this senior class is: (i) a male and has a driver's license is 0.3825, and (ii) a female and has a driver's license is 0.385.

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Answer:75.708L

Step-by-step explanation:

Answer:

Its D

Step-by-step explanation:

There is no error. This is a correct conclusion, option C is correct.

Vinay correctly concluded that Segment AB and CD have no angles with the same measurements, which means they are not congruent.

If two line segments coincide or overlap, it means they occupy the same space and have the same length.

However, congruence refers to the overall similarity and equality of all corresponding parts of two geometric figures.

Since the angles in the coinciding segments are not equal, they cannot be considered congruent.

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The formula for finding the volume of a pyramid with a triangular base is:

V = (1/3) * A * h

Where:

V represents the volume of the pyramid,

A represents the area of the triangular base, and

h represents the height of the pyramid.

To find the volume, we multiply the area of the triangular base by the height and then divide the result by 3.

To calculate the area of the triangular base (A), you can use different formulas depending on the available information about the triangle. Here are a few common scenarios:

1. If you know the base and height of the triangular base:

  A = (1/2) * base * height

2. If you know the lengths of all three sides (a, b, c) of the triangular base:

  You can use Heron's formula to find the area:

\(A = \sqrt{(s * (s - a) * (s - b) * (s - c))\)

  where s represents the semiperimeter of the triangle, given by s = (a + b + c)/2.

Once you have determined the area of the triangular base, you can substitute it into the volume formula along with the height of the pyramid to calculate the volume.

It's important to ensure that the base and height measurements are in the same unit of measurement for accurate calculations. Remember that the resulting volume will be expressed in cubic units, corresponding to the unit of length used for the base and height.

By using the formula V = (1/3) * A * h, you can calculate the volume of a pyramid with a triangular base, provided you have the necessary measurements.

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Answer:

x is amount of times your refil it

x+5

Hope This Helps!!!

Answer:

y = 4^x

Step-by-step explanation:

Math is considered to have a sequential learning pattern because concepts and skills are introduced in a specific order, building upon previously learned material.

In math, concepts and skills are typically organized in a sequential manner, where each new topic builds upon what has been previously learned. This sequential learning pattern allows students to develop a solid foundation and gradually progress to more advanced topics.

For example, in elementary school, students first learn basic arithmetic operations like addition and subtraction before moving on to multiplication and division. These foundational skills are essential for understanding more complex mathematical concepts later on, such as algebra, geometry, and calculus. By following a sequential learning pattern, students can gradually develop their mathematical understanding and problem-solving abilities. They are able to connect new concepts to what they have already learned, reinforcing their knowledge and enabling them to apply it in different contexts. This sequential approach also ensures that students have the necessary prerequisite knowledge and skills to comprehend more advanced mathematical concepts. It helps create a logical progression in mathematical education, allowing students to build upon their previous knowledge and continually expand their mathematical abilities.

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Answer:3500

Step-by-step explanation:

Answer:

3500

Step-by-step explanation:

7*10^5 = 700 000

2*10^2 = 200

700000/200 = 3500

Answer:

use phototmath

Step-by-step explanation:

\(\textit{area of a trapezoid}\\\\ A=\cfrac{h(a+b)}{2}~~ \begin{cases} h~~=height\\ a,b=\stackrel{parallel~sides}{bases~\hfill }\\[-0.5em] \hrulefill\\ a=12\\ b=6\\ h=9 \end{cases}\implies A=\cfrac{9(12+6)}{2}\implies A=81~ft^2\)

Answer:

Step-by-step explanation:

Volume of a rectangular prism = l x w x h

I am reading the width as 12 1/2 ft

Treat the depth of the ball pit as height

Vol = l x w x h

875 = (20)(12 1/2)(h)

875 = 250(h)

875/250 = 250h/250

3 1/2 = height

depth of the ball pit is 3 1/2 ft

The ball pit is 3.5 feet deep. This can be answered by the concept Surface area.

To find the depth of the ball pit, we can use the equation: Volume = length x width x depth.

The volume of the ball pit is given as 875 cubic feet, the length is 20 feet and the width is 12.5 feet. Let d be the depth of the ball pit. Therefore, the equation we can use is:

875 = 20 x 12.5 x d

To solve for d, we can divide both sides of the equation by (20 x 12.5):

d = 875 / (20 x 12.5)

d = 3.5 feet

Therefore, the ball pit is 3.5 feet deep

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The long term rate is defined by r = 3/2.

Probability deals with the likelihood of an event or phenomena occurring and is quantified as a number between 0 and 1 inclusive, where 0 indicates an impossible chance of occurrence and 1 denotes the certain outcome of an event. Joint probability refers to a statistical measure that determines the probability of two events occurring together and at the same point in time. Joint probability is the probability of event Y occurring at the same time that event X occurs. Hence, joint probability is a measure of two events happening at the same time and can only be applied to situations where more than one observation can occur at the same time.

A random variable with probability density function is f(x) = 2x, 0 <x<1.

Let Xi denote the life-time of the ith component , then Sn = ∑Xi represents the time of the nth failure. The long-term rate failures occur, is defined by

\(r = \lim_{n \to \infty} \frac{n}{S_n}\)

Let Xi denote the ith component and understand that X1, X2,.., is a sequence of independent and similarly distributed random variables, with finite mean.

\(Mean = E[Xi] = \int\limits^0_1 {xf(x)} \, dx = \int\limits^0_1 {2x^{2} } \, dx = \frac{2}{3}\)

So,

\(r = \lim_{n \to \infty} \frac{n}{S_n} = \frac{1}{Mean} = \frac{3}{2}\)

Thus, the long term rate is defined by r = 3/2.

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The long term rate is defined by r = 3/2.

Probability deals with the likelihood of an event or phenomena occurring and is quantified as a number between 0 and 1 inclusive, where 0 indicates an impossible chance of occurrence and 1 denotes the certain outcome of an event. Joint probability refers to a statistical measure that determines the probability of two events occurring together and at the same point in time. Joint probability is the probability of event Y occurring at the same time that event X occurs. Hence, joint probability is a measure of two events happening at the same time and can only be applied to situations where more than one observation can occur at the same time.

A random variable with probability density function is f(x) = 2x, 0 <x<1.

Let Xi denote the life-time of the ith component , then Sn = ∑Xi represents the time of the nth failure. The long-term rate failures occur, is defined by

\(r = \lim_{n \to \infty} \frac{n}{S_n}\)

Let Xi denote the ith component and understand that X1, X2,.., is a sequence of independent and similarly distributed random variables, with finite mean.

\(Mean = E[X_i] = \int\limits^0_1 {x} f(x) \, dx =\int\limits^0_1 {2x^2} \, dx =\frac{2}{3}\)

So,

\(r = \lim_{n \to \infty} \frac{a_n }{S_n} = \frac{1}{mean} = \frac{3}{2}\)

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Therefore, the annual annuity payment can be approximately $6,069,727.

To calculate the size of the annual annuity payment, we can use the present value formula for an ordinary annuity. The formula is given by:

PMT = PV / [(1 - (1 + r)⁻ⁿ) / r]

Where:

PMT = Annual annuity payment

PV = Present value of the annuity

r = Annual interest rate

n = Number of periods

Given:

PV = $230 million

r = 8% = 0.08

n = 40 years

Using the formula, we can calculate the annual annuity payment:

PMT = 230,000,000 / [(1 - (1 + 0.08)⁻⁴⁰) / 0.08]

PMT ≈ $6,069,727

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Answer:

-6x+18

Step-by-step explanation:

you multiply -2 by the numbers in the bracket

If there is 200 feet of fencing available, the maximum possible area of the corral is 5000 Feet.

In the question, if there is 200 feet of fencing available, then we have to find the maximum possible area of the corral.

The formula of area of rectangle is:

A = L × B, where L is the length of the rectangle and B is the breadth of the rectangle.

The A = 200 feet and rectangular area is enclosed using the creek as one side and fencing for the other three sides, to create a corral.

So, L + 2B = 200

Subtract L on both side, we get

2B = 200 - L

Divide by 2 on both side, we get

B = 100 - L/2

A = f(L)

A = L·(100 - L/2)

A = 100L - \(L^2\)/2

Now finding the derivative.

A' = \(\frac{df(L)}{dL}\)

A' = -L + 100

Let A' = 0

-L + 100 = 0

Subtract 100 on both side, we get

-L = -100

L = 100 feet

Now putting the value of L in B = 100 - L/2.

B = 100 - 100/2

B = 100 - 50

B = 50 feet

The maximum possible area of the corral = 100 × 50

The maximum possible area of the corral = 5000 Feet

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The statement is true. The DecimalFormat class is part of the Java API, specifically within java.text package, so it is automatically available to your programs. You can use it to format numbers in various ways, such as for displaying currency or percentages.

DecimalFormat is a concrete subclass of NumberFormat that formats decimal numbers. It has a variety of features designed to make it possible to parse and format numbers in any locale, including support for Western, Arabic, and Indic digits. It also supports different kinds of numbers, including integers (123), fixed-point numbers (123.4), scientific notation (1.23E4), percentages (12%), and currency amounts ($123). All of these can be localized.

To obtain a NumberFormat for a specific locale, including the default locale, call one of NumberFormat's factory methods, such as getInstance(). In general, do not call the DecimalFormat constructors directly, since the NumberFormat factory methods may return subclasses other than DecimalFormat. If you need to customize the format object, do something like this:

NumberFormat f = NumberFormat.getInstance(loc);

if (f instanceof DecimalFormat) {

    ((DecimalFormat) f).setDecimalSeparatorAlwaysShown(true);

}

A DecimalFormat comprises a pattern and a set of symbols. The pattern may be set directly using applyPattern(), or indirectly using the API methods. The symbols are stored in a DecimalFormatSymbols object. When using the NumberFormat factory methods, the pattern and symbols are read from localized ResourceBundles

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True. The Decimal Format class is a part of the Java API and is included in the java.text package.

It is automatically available to Java programs without the need for any additional installations or imports.

The Decimal Format class is part of the Java API, and it is automatically available to your programs.

The Java API is a collection of pre-written classes, methods, and interfaces that are part of the Java Development Kit (JDK).

These classes and methods provide a wide range of functionalities that can be utilized by Java developers to build robust applications.
The Decimal Format class, specifically, is a subclass of the Number Format class and is used to format decimal numbers according to a specific pattern.

The class provides methods to format and parse decimal numbers and can be used to specify the number of digits after the decimal point, the use of a thousand separator, and the currency symbol.
The Decimal Format class in your Java program, you simply need to import the class using the import statement, and then create an instance of the class.

For example:
import java. text. Decimal Format.
public class MyClass

{
public static void main (String [] args) {
Decimal Format df = new Decimal Format("#.00");
double num = 1234.5678
System.out.println(df.format(num));
}
}
The Decimal Format class using the import statement, and then create an instance of the class called df.

We then use the format method of the class to format the decimal number 1234.5678 with two decimal places.
The Decimal Format class is an essential part of the Java API and is automatically available to your programs.

Its inclusion in the Java API makes it easier for Java developers to format decimal numbers in their applications.

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Answer:

1/36

Step-by-step explanation:

P=(1/6)(1/6)=1/36

The male long jumper's jump, which ranked in the 75th percentile, was approximately 272.436 inches long.

To find the length of the male long jumper's jump at the 75th percentile, we can use the concept of z-scores and the standard normal distribution.

The 75th percentile corresponds to a z-score of 0.674. Using this z-score, we can calculate the distance of the jump by multiplying it by the standard deviation and adding it to the mean:

Distance = (z-score * standard deviation) + mean

Distance = (0.674 * 14) + 263

Distance ≈ 9.436 + 263

Distance ≈ 272.436

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