Frans filing cabinet is 6 feet tall, 1 3/3 feet wide, and 3 feet deep. She plans to paint all the sides except the got on of the cabinet. Find the area of all the sides.

Answer:

jii

Step-by-step explanation:

Answer:

8.3

Step-by-step explanation:

2.1 + 4.2 = 6.3

22.9 - 6.3 =16.6

16.6 divided by 2 is 8.3.

Is positive. In fact, the square of any (real) number other than 0 is always positive.

Answer:

The square of the positive number

Step-by-step explanation:

-2^2 = 4             2^2 = 4

-3^2 = 9             3^2 = 9

Why is this? Because a negative multiplied by a negative is a positive. And when you square a number you are multiplying the number by itself. So two negatives always equal a positive.

Answer:

64 inches

Step-by-step explanation:

We know the following:

- A chessboard is made of 64 white and black squares.

- The 64 squares are arranged in 8 rows and 8 columns.

- Each square is 2 inches thick.

From the first point, we see that a chessboard is a square. This means its length and width are equal.

This is also why the number of rows is equal to the number of columns.

It has been established that there are 8 rows (and 8 columns). Each row is made up of 8 squares.

Therefore, the length of 8 squares (a row) is:

L = 8 * 2 = 16 inches.

Hence, each row (and column) is 16 inches long.

Therefore, Perimeter will be:

P = 4L

P = 4 * 16

P = 64 inches

The perimeter of the chessboard is 64 inches.

Final answer:

The student needs to calculate the perimeter of a chessboard. Multiplying the side of one square (2 inches) by the number of squares (8) gives the length of one side (16 inches). The perimeter is then 4 sides multiplied by 16 inches, resulting in 64 inches.

Explanation:

The student is asking about the perimeter of a chessboard. To find the perimeter, we need to calculate the total length of the chessboard's borders. Since the chessboard has 8 squares along each side and each square has a side length of 2 inches, the length of one side of the chessboard is 8 squares × 2 inches/square = 16 inches. The chessboard is a square with four equal sides, so the perimeter (P) is 4 times the length of one side.

P = 4 × 16 inches = 64 inches

Therefore, the perimeter of the chessboard is 64 inches.

Answer:

1

Step-by-step explanation:

9-b is the same as 9-8 because b=8. 9-8=1.

Answer:

6π or 18.84956 (rounded to 18.85)

Step-by-step explanation:

Answer:

Step-by-step explanation:

7.50x + 6y ≤ 92. AND. x + y ≥ 20

Answer:

6 in.

Step-by-step explanation:

Hello there!

Work the triangle formula backward:

15 x 2=30

30/5=6 in

:)

Answer:

D

Step-by-step explanation:

Just did the test

The error is in ''Step 3.''

Mathematical expression is defined as the collection of the numbers variables and functions by using operations like addition, subtraction, multiplication, and division.

Given that;

The box plots show Lauren's chemistry scores and her biology scores.

Now,

She should have calculated the interquartile range as,

Chemistry = 85 - 60 = 25

Biology = 80 - 60 = 20

In a box plot, The median is the point on the number line where a line divides the rectangular box.

Thus, from the information given in the question about the box plots, the median for Chemistry = 80 (this is where a line divides the box)

Median for Biology = 70

The difference in the median = 80 - 70 = 10.

Lauren didn't make any mistake in Step 1 and 2, as he equally got the same values.

⇒ The interquartile range in a box plot is simply the difference in the ranges = (Q3 - Q1).

From the given information,

The interquartile range for Chemistry = 85 - 60

                                                          = 25

And, The Interquartile range for Biology = 80 - 60

                                                              = 20

The difference in interquartile range = 25 - 20 = 5

Therefore, Lauren made an error in ''Step 3'' when calculating the interquartile range for both Chemistry and Biology, even though he arrive at the same value of the difference in the interquartile range we got as calculated above.

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The complete question is this,

The box plots show Lauren's chemistry scores and her biology scores. Chemistry 2 box plots. The number line goes from 50 to 100. For chemistry, the whiskers range from 55 to 90, and the box ranges from 60 to 85. A line divides the box at 80. For biology, the whiskers range from 50 to 90, and the box ranges from 60 to 80. A line divides the box at 70. Biology Lauren used the steps below to determine the differences in the medians and the interquartile ranges. Step 1 Find the median for chemistry: 80 Find the median for biology: 70 Step 2 Find the difference in the medians: 80 minus 70 = 10 Step 3 Find the interquartile range for chemistry: 85 minus 80 = 5 Find the interquartile range for biology: 80 minus 70 = 10 Step 4 Find the difference in the interquartile ranges: 10 minus 5 = 5 Lauren determined that the difference in the medians is greater than the difference in the interquartile ranges. Which explains Lauren's error?

Answer:

0.6±2.33 [sqrt](0.6)(0.4)/300

Step-by-step explanation:

Answer:

0.6±2.33 [sqrt](0.6)(0.4)/300

Step-by-step explanation:

got it right

The equation for the trend line that passes through the points (10,9) and (35,0) is calculated first by determining the slope, then the y-intercept. This results in the equation y = -0.36x + 12.6.

The subject matter of your question is in the realm of mathematics, specifically, the algebra of straight lines. Given the points (10,9) and (35,0) that a trend line passes through, the equation for this line can be determined using the slope and y-intercept.

First, let's compute the slope (m) which can be determined using the formula: m = (y2 - y1) / (x2 - x1). For our given points, this means: m = (0 - 9) / (35 - 10) = -9 / 25 = -0.36.

Next, we find the y-intercept (b) using the point-slope formula y - y1 = m (x - x1), substituting one of our points and the calculated slope: y - 9 = -0.36 (x - 10). Solving for y (y = -0.36x + b), we find: 9 = -0.36*10 + b which gives b = 9 + 3.6 = 12.6.

Therefore, the equation of the trend line, in the form of y = mx + b, is y = -0.36x + 12.6.

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Answer: PEMDAS

Step-by-step explanation:

Answer:

No, because the inequality symbol should be less than or equal to 650.

Step-by-step explanation:

I don't exactly know what to put here, but I hope this helped since the other person didn't put it! <3 :3

Answer:

No, because the inequality symbol should be less than or equal to 650

(the third choice) (plus I got it right on edge)

Hope this Helps!

Answer:

x=88.163

Step-by-step explanation:

tan10 = x/500

x= 88.163

Answer: 88.2

Step-by-step explanation:

It’s correct don’t worry

Answer:

5/11

Step-by-step explanation:

The simplified fraction that represents 0.45 with a bar over the 45 is 45/99 => 5/11.

correct option: 5 Over 11

Here, we have,

we have to break down the decimal 0.45.

The digit 4 is in the tenths place, and the digit 5 is in the hundredths place.

To convert this decimal into a fraction, we can write it as:

0.45 = 4/10 + 5/100

Simplifying the fractions:

0.45 = 2/5 + 1/20

Now, to find the fraction equivalent of the repeating decimal 0.45, we need to express it as an infinite geometric series:

0.45 = (2/5) * (1 + 1/5 + 1/25 + ...)

The sum of an infinite geometric series can be calculated using the formula:

Sum = a / (1 - r)

where a is the first term and r is the common ratio.

In this case, a = 1/5 and r = 1/5.

Sum = (1/5) / (1 - 1/5)

Sum = (1/5) / (4/5)

Sum = (1/5) * (5/4)

Sum = 1/4

Therefore, the fraction equivalent of the repeating decimal 0.45 is 1/4.

However, among the given options, the fraction 45/99 is the closest approximation to 1/4.

This is because 45/99 can be simplified to 5/11, which is the closest fraction to 1/4.

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Answer:

728.1

Step-by-step explanation:

7.281 × 100 = 728.1

✋

Answer:

A function is a relation where there is only one output for every input. In other words, for every value of x, there is only one value for y. Function Rule. A function rule describes how to convert an input value (x) into an output value (y) for a given function. An example of a function rule is f(x) = x^2 + 3.

Step-by-step explanation:

The concept of a function relies on the idea of a functional dependency, where the output is entirely determined by the input.

A rule is considered a function when it satisfies the fundamental condition of assigning a unique output value to each input value. In other words, for every input, there should be exactly one corresponding output.

A key aspect of a function is that it avoids ambiguity and ensures a consistent mapping between inputs and outputs. Each input value must have a specific and unambiguous output value associated with it. This property distinguishes a function from a general relation, where multiple inputs may have the same output.

Additionally, a function must be well-defined, meaning that it produces a predictable and consistent output for any given input within its domain. The rule should be defined for all valid inputs, without any gaps or exceptions.

To learn more about the function;

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Answer:

10000 cows.

Step-by-step explanation:

Remainder before the 10% loss: (7650/9) x 10 = 8500

Total before any losses : (8500/85) x 100 = 10000

Answer:

where's the function

Step-by-step explanation:

Answer:

2/3

Step-by-step explanation:

It’s the answer on ed 2020

Answer:

Probability

Step-by-step explanation:

In this game, the players rely entirely on chance to win, rather than skill. Therefore, this game would be particularly useful in helping students' understanding of probability.

(Spoken from someone who played this exact game 2 years ago to learn about probability.)

Answer:

9 9/10

Step-by-step explanation:

amount of them

= 3 1/2 + 6 2/5

= 7/2 + 32/5

= 35/10 + 64/10

= 99/10

= 9 9/10

Final answer:

The total amount of paper boxes recycled by Tiffany's class over two months is 9 9/10 boxes, after adding 3 1/2 boxes and 6 2/5 boxes using common denominators.

Explanation:

The student's question involves adding together two fractions to find the total amount of recycled paper boxes. Tiffany's class recycled 3 1/2 boxes one month and an additional 6 2/5 boxes the following month. To find the total, we need to add these two fractions.

First, let's convert these mixed numbers into improper fractions:
3 1/2 = 7/2 (since 3  imes 2 + 1 = 7)
6 2/5 = 32/5 (because 6  imes 5 + 2 = 32)

Next, we find a common denominator (which is 10 here) and add the two fractions:
7/2 = 35/10
32/5 = 64/10
Now, we add 35/10 + 64/10 = 99/10.

Finally, we convert the improper fraction back to a mixed number: 99/10 equals 9 whole boxes and 9/10 of a box.

So, Tiffany's class recycled a total of 9 9/10 boxes over the two months.

Answer:

a)what was concluded is spurious

b) what was concluded could betrue

Step-by-step explanation:

a) Considering the number in Michigan, there is higher number of crimes but considering the population in Minnesota, the population is much less than Michigan, considering the crime the crimes per capital with the population size, Therefore Minnesota could have more crimes than Michigan's so, The conclusion is not true.

b)There is reduction of crimes from 1991 to 2001, so it can be assumed that the population has increased over the times, therefore, the per capita number of crimes decreased.

To assess the crime comparison between Minnesota and Michigan, factors like population and crime rates per 100,000 inhabitants should be taken into account instead of raw totals, considering the FBI's data, including the Uniform Crime Reports and the incoming National Incident-Based Reporting System for enhanced data quality.

When comparing crime rates between states like Minnesota and Michigan, simply looking at the raw numbers does not provide a sufficient analysis. The investigator's conclusion that Minnesotans are more law-abiding based on the comparison of total crimes between Minnesota and Michigan in 2001 ignores important factors that influence crime rates such as population size, demographic variations, economic conditions, educational levels, and urbanization rates. For a more accurate assessment, rates per 100,000 citizens should be calculated because they provide a comparison that accounts for population differences.

According to the Federal Bureau of Investigation (FBI), which publishes Uniform Crime Reports (UCR), there may be inconsistencies in data quality due to differences in reportage by law enforcement agencies. However, the UCR is one of the most comprehensive sources for crime data and is moving towards the National Incident-Based Reporting System (NIBRS) which will provide more detailed data, hopefully leading to better-informed discussions and effective crime prevention strategies.

To correctly interpret crime data, it is critical to consider the context, such as the presence of large cities like Detroit in Michigan, which can have higher crime rates. Nonetheless, crime patterns, such as higher auto theft rates in California and Washington as compared to New York and Wisconsin or varying homicide rates across states, suggest that regional differences can be significant. As the FBI indicates, crime types and their associated factors, like firearm access, can impact crime rates and resultant punitive measures.

Answer: The average speed of the rollercoaster is 30 meters per second.

Step-by-step explanation:

Hi, since:

Speed rate = distance /time

To answer this question we simply have to divide the length (distance) of the rollercoaster (3,000 meters) by the time spent on traveling it (100 seconds)

Mathematically speaking;

3000 meters / 100 seconds = 30 meters per second

The average speed of the rollercoaster is 30 meters per second.

Answer:

The average speed of the roller coaster is 30 m/s.

Step-by-step explanation:

The average speed of the roller coaster can be computed by the formula:

Average Speed = Total distance traveled/Total time taken

The roller coaster travels a distance of 3000 meters and takes a time of 100 seconds. So,

Average Speed = 3000 meters / 100 seconds

Average Speed = 30 meters/second

Answer:

6 bottles , [tex]\frac{1}{2} \ bottles[/tex]

Step-by-step explanation:

Given:

Every year Sid uses 2 ¾ bottles of washing up liquid.

His friend uses 3 ¼ bottles.

Question asked:

How much do they use altogether?

How much more washing up liquid does his friend use when compared to him?

Solution:

Sid uses bottles of washing up liquid = [tex]2\frac{3}{4}[/tex]

His friend uses bottles of washing up liquid = [tex]3\frac{1}{4}[/tex]

They use bottles of washing up liquid   [tex]=2\frac{3}{4}+3\frac{1}{4}[/tex]

                                                                  [tex]=\frac{4\times2+3}{4} +\frac{4\times3+1}{4} \\ \\ =\frac{11}{4} +\frac{13}{4} \\ \\ =\frac{11+13}{4} \\ \\ =\frac{24}{4} \\ \\ =6\ bottles[/tex]

Thus, they use 6 bottles of washing up liquid together.

Now, to calculate that his friend uses how much more washing up liquid than Sid, we will subtract Sid uses number of bottles from his friend uses number of bottles:-

[tex]=\frac{13}{4} -\frac{11}{4} \\ \\ =\frac{13-11}{4} \\ \\ =\frac{2}{4} \\ \\ =\frac{1}{2} \ bottles\ (half\ bottles)[/tex]

Thus, his friend uses half bottles more than Sid.

(62) 4 simplifies to 248 by multiplying 62 by 4, resulting in the total value of 248.

To simplify the expression (62) 4, we first need to perform the operation inside the parentheses, which is the multiplication of 62 by 4.

(62) 4 = 62 × 4

          = 248

Therefore, (62) 4 simplifies to 248.

In essence, this expression represents the multiplication of the number 62 by 4. When we multiply 62 by 4, we effectively add 62 to itself 4 times, resulting in the total of 248. This process is a fundamental operation in arithmetic, involving repeated addition or counting.

In more complex mathematical contexts, such as algebra or calculus, simplifying expressions involves performing operations according to established rules or algorithms. However, in this case, the operation is straightforward, and the simplification is simply the result of performing basic arithmetic.

Answer:

Mean: 20.714285714286 (rounds to 21)

Median: 21

Mode: No mode

Step-by-step explanation:

14 17 18 21 23 25 27

Mean:

14+17+18+21+23+25+27 = 145

145/7 = 20.7142857143

Median:

14 17 18     21    23 25 27

21 is in the middle of the numerical list

Mode:

None of the number repeat, so there is no mode.

Answer: Archimedes go to sleep at 8.32 metres away from the rock.

Step-by-step explanation:

Given that the rock beside which he slept was 5 meters tall

Height h = 5m

Angle Ø = 31 degree

To get distance x away from the rock, we will use trigonometry function. SohCahToa

TanØ = opposite/adjacent

Tan 31 = 5/x

x = 5/tan31

x = 8.32m

To find the distance from the rock where Archimedes went to sleep, we calculate the adjacent side of a right triangle using the tangent function with the given angle of 31 degrees and the rock's height of 5 meters. The result is approximately 8.32 meters.

The student's question involves finding the distance from the rock where Archimedes slept to the point where the sunlight hit the ground at a 31-degree angle.

This scenario forms a right triangle with the rock's height as the opposite side, the distance from the rock as the adjacent side, and the Sun's angle providing information to use trigonometry—specifically, the tangent function since we have the opposite side and are looking for the adjacent side.

To calculate the distance, we use the equation tan(angle) = opposite/adjacent, which can be transformed into adjacent = opposite/tan(angle).

Plugging in the values, we get:

adjacent = 5 meters/tan(31 degrees)

adjacent = 8.32

We find that the adjacent side, which is the distance from the rock, is approximately 8.32 meters.

Therefore, Archimedes went to sleep roughly 8.32 meters away from the rock.

Answer:

v=pi(r)^2(h/3)

Step-by-step explanation:

Answer:

v=pi(r)^2(h/3)

Step-by-step explanation:

Answer:

y=4x/3-2   x=-3y-4

Step-by-step explanation:

Answer:

The correct option is;

a. two-sample t-test

Step-by-step explanation:

Here, since the test involves taking samples from two different population and then comparing parameters within the statistical results obtained from the samples, the appropriate statistical hypothesis testing to be used is the two sample t-test

A two sample t- test is used in statistical hypothesis testing on data from two samples obtained from different population so as to find out if the difference in the parameters of the two population are statistical significant.

Answer:

the answer is actually

Step-by-step explanation:

1. Start with 8 negative tiles

2.Separate  the tiles into 2 equal groups

3. Count the number of tiles in each group.