Answers
The total area of the parallelogram is 20 square inches
Calculating the area of the parallelogramFrom the question, we have the following parameters that can be used in our computation:
The parallelogram
The total area of the parallelogram is calculated using
Area = Base * Height
Measuring the side lengths of the parallelogram, we have
Base = 4 inches
Height = 5 inches
Using the area formula , we have the following:
Area = 4 inches * 5 inches
Evaluate
Area = 20 square inches
Hence. the total area of the figure is 20 square inches
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Related Questions
A county manager used a representative sample of two populations in the county to determine the number of pounds of trash thrown away per person per week. The results are shown in the dot plots below. Sample 1: A dot plot titled Sample 1. A number line going from 0.5 to 2.5 in increments of 0.5 is labeled Pounds of Trash. There is 1 dot above 0.5, 3 above 1, 4 above 1.5, 2 above 2, and 2 above 2.5. Sample 2: A dot plot titled Sample 2. A number line going from 0.5 to 2.5 in increments of 0.5 is labeled Pounds of Trash. There are 2 dots above 0.5, 3 above 1, 4 above 1.5, 2 above 2, and 1 above 2.5. The town manager uses the median to show that the average amount of trash thrown away per person per week in each sample is the same. What is the town manager’s error? The medians of the data sets are not the same. He should have used the mean to determine the average because the data sets are approximately symmetric. He should have used the IQR of the data sets to determine the average because the first data set has more large numbers than the second data set. He should have used the MAD to determine the average because the data sets do not contain outliers.
Answers
Answer: He should have used the mean to determine the average because the data sets are approximately symmetric.
Step-by-step explanation
Answer:
B
Step-by-step explanation:
Can anyone help with this please?
Answers
Answer:
10
Step-by-step explanation:
Tyler is using the distributive property on the expression 9 - 4(5x – 6). Here is his
work:
9 - 4(5x - 6)
9+(-4)(5x +-6)
9 +-20x +-6
3 – 20x
Mai thinks Tyler's answer is incorrect. She says, "If expressions are equivalent then
they are equal for any value of the variable. Why don't you try to substitute the same
value for x in all the equations and see where they are not equal?"
a. Find the step where Tyler made an error.
b. Explain what he did wrong.
c. Correct Tyler's work.
Answers
Step-by-step explanation:
A Tyler made mistake in the third step
B Tyler didi not multiply 4 by 6
C 9 - 20x + 24
- 20x + 15
-5 (4x - 3)
Tyler is using the distributive property on the expression 9 - 4(5x – 6).
His work
9 - 4(5x - 6)
9+(-4)(5x +-6)
9 +-20x +-6
3 – 20x
What is the distributive property?The distributive property states that an expression that is given in form of A (B + C) can be solved as A × (B + C) = AB + AC.
A . Tyler made mistake in the third step
B . Tyler did not multiply 4 by 6
C. Correct steps are,
9 - 4(5x - 6)
9+(-4)(5x +-6)
9 - 20x + 24
- 20x + 15
-5 (4x - 3)
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| Linus has 100 ft of fencing to
use in order to enclose a 1200
square foot rectangular pig pen.
The pig pen is adjacent to a
barn so he only needs to form
three sides.
I can determine the
dimensions of the fence,
showing my steps.
Answers
Answer:
[tex]20 ft\times 60 ft[/tex] or [tex]30ft\times 40ft[/tex]
Step-by-step explanation:
We are given that
Total fencing used=100 ft
Area enclosed=1200 square ft
Let length of rectangular pig pen=x
Breadth of rectangular pig pen=y
Fencing used=2x+y
[tex]100=2x+y[/tex]
[tex]y=100-2x[/tex]
Area of rectangular pig pen=[tex]xy=x(100-2x)[/tex]
[tex]1200=100x-2x^2[/tex]
[tex]2x^2-100x+1200=0[/tex]
[tex]x^2-50x+600=0[/tex]
[tex]x^2-20x-30x+600=0[/tex]
[tex]x(x-20)-30(x-20)=0[/tex]
[tex](x-20)(x-30)=0[/tex]
[tex]x=20[/tex]
[tex]x-30=0\implies x=30[/tex]
When x=20ft
[tex]y=100-2(20)=60[/tex]ft
When x=30 ft
[tex]y=100-2(30)=40[/tex]ft
Dimension of fence is give by
[tex]20 ft\times 60 ft[/tex] or [tex]30ft\times 40ft[/tex]
Applying Math
8. Solve the equation to
show how I = v/r becomes
R= v/l Show your work
Answers
To solve the equation I = v/r and show how R = v/l, we can rearrange the equation I = v/r to solve for r, which gives r = v/I. Then substitute v/l for I to get r = v/(v/l) = l. Therefore, R = l.
Explanation:To solve for R = v/l, we can start by rearranging the equation I = v/r to solve for r. Multiply both sides of the equation by r to isolate it, which gives us I * r = v. Then divide both sides of the equation by I to solve for r, which gives us r = v/I. Now substitute v/l for I to get r = v/(v/l). Simplify the expression by multiplying the numerator and denominator by l, which gives us r = lv/v = l. Therefore, R = l.
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This shows how the original equation [tex]\( I = \frac{v}{r} \)[/tex]can be rearranged to solve for[tex]\( R \) (or \( r \))[/tex] in the form [tex]\( R = \frac{v}{I} \)[/tex]. It is important to note that in the context of physics, [tex]\( I \)[/tex] typically represents current, [tex]\( v \)[/tex]represents voltage, and [tex]\( R \)[/tex] represents resistance. The equation [tex]\( I = \frac{v}{r} \)[/tex] is Ohm's law, which relates the voltage, current, and resistance in an electrical circuit. The rearranged form [tex]\( R = \frac{v}{I} \)[/tex] is used to find the resistance when the voltage and current are known.
To solve the equation [tex]\( I = \frac{v}{r} \)[/tex] for [tex]\( R \)[/tex], we need to isolate [tex]\( R \)[/tex] on one side of the equation. Here are the steps to do so:
1. Start with the original equation:
[tex]\[ I = \frac{v}{r} \][/tex]
2. Multiply both sides of the equation by [tex]\( r \)[/tex] to eliminate the denominator:
[tex]\[ I \cdot r = v \][/tex]
3. Now, we want to solve for [tex]\( R \)[/tex], so we need to divide both sides of the equation by [tex]\( I \)[/tex] to isolate [tex]\( R \)[/tex] on one side:
[tex]\[ r = \frac{v}{I} \][/tex]
4. Notice that in the original equation, [tex]\( I \)[/tex] is used, but in the desired equation, [tex]\( R \)[/tex] is used. This seems to be a typo in the question, as [tex]\( I \)[/tex]and [tex]\( R \)[/tex] are likely meant to represent the same variable. Assuming [tex]\( I \)[/tex]and [tex]\( R \)[/tex] are the same, we can rewrite the equation as:
[tex]\[ R = \frac{v}{I} \][/tex]
5. Now, we have [tex]\( R \)[/tex] isolated on one side, which is the desired form of the equation.
Therefore, the final answer, assuming [tex]\( I \)[/tex] and [tex]\( R \)[/tex] represent the same variable, is:
[tex]\[ \boxed{R = \frac{v}{I}} \][/tex]
Answer the question fast!!
Answers
Answer:
A = bh, so the correct answer is A.
Ben starts his homework at 3:30 p.m. It takes him 45 minutes to do his homework.
What time does Ben finish his homework?
Answers
Simplify 12 + 3(2x - 3) + 4.
A.6x - 3
B.6x + 7
C.6x + 13
Answers
Step-by-step explanation:
12+6x-9+4
6x+7
option B
Answer:
6x + 7
Step-by-step explanation:
Let's simplify step-by-step.
12 + 3(2x−3) + 4
Distribute:
=12 + (3)(2x) + (3)(−3) + 4
=12 + 6x + −9 + 4
Combine Like Terms:
=12 + 6x + −9 + 4
=(6x) + (12 + −9 + 4)
=6x + 7
A set of data collected to answer a statistical question has a distribution which can be described by its __________.
I. center
II. spread
III. overall shape
A.
I only
B.
I and II only
C.
III only
D.
I, II, and III
Answers
Answer:
its D. I, II, and III
Answer:
I, II, and III
Step-by-step explanation:
A set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
Please help I am stuck on this equation
Answers
Answer:
Distribution
Step-by-step explanation:
On the second step he distributed the 1/4 to x, but not to twelve.
Answer:
Andre made a mistake in the first part of the equation when he was distributing.
Step-by-step explanation:
He got the 1/4x but forgot to distribute to the 12 which would have gotten him 1/4x + 3
Using the transformation T: (x, y) ➡️ (X + 2, y + 1) find the distance nammed
(I will get the picture in a moment)
Answers
Answer:
comment when you get the picture and i will try to answer !
Step-by-step explanation:
2. Fran bought sneakers for $54.26 and a shirt for $34.34. If Fran started with $100
about how much money does she have left?
Answers
Answer:
he has 11.4 dollars left
Step-by-step explanation:
54.26+34.34=88.6
100-88.6=11.4
Answer:
11.40
Step-by-step explanation:
I did the math.
54.26+34.34=88.6
100-88.6=11.40
A minivan is purchased for $29,248. The value of the vehicle depreciates over time.
Describe the advantages and disadvantages of using a linear function to represent the depreciation of the car over time.
Describe the advantages and disadvantages of using an exponential function to represent the depreciation of the car over time.
The minivan depreciates $3,000 in the first year. Write either a linear or exponential function to represent the value of the car x years after it was sold.
Read another student’s post and comment on it by answering the following questions:
Do you agree or disagree with the advantages and disadvantages stated about the linear function and exponential function? Why do you agree or disagree?
Do you agree with the linear or exponential function created to represent the value of the car x years after it was sold? Why or why not?
Answers
Answer:
Hey!
If a car is losing value at a constant rate, then a linear function would work better. For example, say that a car dealership is buying used cars. They will buy it for the asking price, but subtract 500 dollars for each year the car has been in existence. So, if you had a car from 2015 that cost you $2,000, and it's 2018, the dealership would buy it for 2000-(500 * the amount of years it has been since the car was made). Therefore, as 2018-2015=3, we have 2,000-500*3=2,000-1,500=500 as the value of the car after three years, and linear function (in the form of
, with y representing the end cost, b representing the starting cost, m representing the amount the car depreciates in value every year, and x being the amount of years) is 500=(-500*3+2000) in our situation here. Similarly, if the minivan depreciates 3,000 dollars in the first year, based on our knowledge and being forced to use linear function, we can assume that the minivan loses 3,000 dollars every year, making our equation y=(-3000*x)+29,248, with y representing the value of the car at the end, x representing the amount of years, and b representing the starting cost.
However, say that the car loses 50% of its value every year. This means that if you originally bought a car for 2,000 dollars in 2015, in 2016 it would be world 2,000/2=1,000 , 1,000/2=500 the year after that, and so on. We can try to put this into a linear function, but it's hard to put into one equation because we're not subtracting or adding to the cost of the car by a specific amount each year. If we had our equation as y=-0.5*x+2000, this wouldn't work because it's adding to the original amount, not multiplying. However, if we used an exponential equation such as y=b(m^a), with y representing the end cost, b representing the starting cost, m representing the amount multiplied per year, and a representing the amount of years. This works because we start with a value, and multiply it by an amount each year. Since 50%=0.5, we plug that into m to get y=2,000(0.5^a). Therefore, this works really well here. If the minivan were to depreciate by 3,000 every year, starting at $29,248, this means that we first have to find out what we multiply 29,248 by the first year to subtract 3,000. As, after one year, the value is 29,248-3,000=26,248, we have 26,248=29,248(m^1). Therefore, we can divide 29,248 by both sides to get around 0.9 as our answer for m. Thus, our equation is y=29,248(0.9^a). This type of equation would not work if we subtracted an amount every year because we're not multiplying by the same amount then. For example, if a toy was valued at 3$ and gained a value of one dollar every year, we could multiply the toy by 4/3 the first year to get 4, but the next year we wouldn't get 5.
Feel free to ask further questions! :)
If leo blew up 7 balloons and kathy blew up 5 ball what is the ratio of leo balloons to kathy balloons in ratio
Answers
Answer:
7 to 5 or 7/5
Step-by-step explanation:
Half of the tuna sandwich were on white bread. 25% of the ham sandwiches sold were on brown bread.
There were 20 more white breads sandwiches sold than brown bread.
Answers
Answer:
The frequency table is shown below.
Step-by-step explanation:
(i) Half of the tuna sandwich were on white bread = 21
On brown bread, tuna = 42 - 21 = 21
(ii) 25% of the ham sandwiches sold were on brown bread.
= 25% (32) = 8
On white bread, 32 - 8 = 24
Frequency table:
Tuna Cheese Ham Total
Brown 21 11 8 40
White 21 15 24 60
Total 42 26 32 100
For argument's sake let's say that the odds of seeing a black cat are 25% every day. You've not seen one for the past three days. What percent chance is there to see one on the fourth day? Explain your answer. *
Answers
Step-by-step explanation:
The odds of seeing a black cat are 25% every day.
It also means that the possibility of seeing a black cat is once in 4 days, since 25%
Given, we have not seen one black cat in 3 days.
The chance of seeing a black cat on the 4th day = ?
= 100 % since we have not seen it in the past three days.
Nico wants to use a horizontal number line to compare 1
and 1.5. He is unsure how to do it and asks you for
help. How would you explain the process?
Answers
Answer:
Follow steps 1, 2 and 3.
Step-by-step explanation:
What we must do we will follow in the following steps:
1. Draw a line and make 5 vertical marks about 1/2 inch.
2. Label the middle one 0 and then label the right ones zero 1 and 1.5.
3. Perform the same procedure from step two on the left but negative.
Answer:
1 3 /4
is equal to 1.75. I would plot 1.5 and 1.75 between 1 and 2, but 1.75 would be closer to 2. Since 1.75 is further to the right, it is greater than 1.5.
Step-by-step explanation:
Factor the algebraic expression
27x - 18y
Answers
Answer:9x
Step-by-step explanation: u would just do 27-18
Answer:hey there
Step-by-step explanation:
27x - 18y>9(3x-2y)>27x =3*3*3*x>-18 y= -(3*3*2*y)here 3 and 3 is common...so it is 9hope this helps uuufind the difference 9 4/5x- 4/80x
A 7/5X
B 9 4/5X
C 7 4/5X
D 11 4/X
Answers
Answer:
B.
Step-by-step explanation:
I'm assuming it's written like this when solving it: [tex]9\frac{4}{5} x-\frac{4}{80} x[/tex]
first change the mixed number to an improper fraction and change to a common denominator
[tex]\frac{49}{5}x-\frac{4}{80}[/tex] -----> [tex]\frac{784}{80} - \frac{4}{80}[/tex]
[tex]\frac{784}{80}x - \frac{4}{80}x = \frac{39}{4}x\\[/tex] ≈ [tex]9\frac{4}{5}x[/tex]
Really struggling! Will give 20 points to answers correctly
Answers
Answer:
8,820
Step-by-step explanation:
One candle:
½ × 10 × 7 × 6
= 210 cm³
42 candles:
42 × 210
= 8,820 cm³
Answer:
8820 cm^3
Step-by-step explanation:
Volume of one prism = A(base prism)*height(prism)
A(base prism)= A(triangle) = 1/2*(base triangle)*Height(triangle)= 1/2*10*7 = 35 cm^2
Volume of one prism(or one candle) = A(base prism)*height(prism)= 35*6=210 cm^3
Volume of 42 candles = 210*42= 8820 cm^3
What is the range of the dataset 12,12,12,12,12
Answers
Answer:
0
Step-by-step explanation:
Answer:
The range of the data set listed above would be 0.
Step-by-step explanation:
Because there is no greatest or least number, then its just 0. Just to make sure you could enter your data set into www.calculator.net. When I entered it, it said 0 :)
Please vote me brainliest.
A rectangle has a height of 7 and a width of 2x^2 - 3.
Please help
Answers
Answer:
14x² - 21
Step-by-step explanation:
In order to expand the expression, you simply need to multiply 7 by 2x², then by -3.
2x² × 7 = 14x²
-3 × 7 = -21
Therefore, the area of the entire rectangle is 14x² - 21 (you will not need to solve for x, as there is no way to do that without knowing the area first).
Find the exponential equation that passes through the points (0,8) and (4,1/2).
Answers
Answer:
y=4(1/2)
Step-by-step explanation:
Answer:
y = 8 × (½)^x
Step-by-step explanation:
y = a(b^x)
8 = a(b⁰)
a = 8
y = 8(b^x)
½ = 8(b^4)
1/16 = b⁴
b = ½
y = 8 × (½)^x
The ratio of the number of dogs the number of cats is 4:5. There are 270 animals on the rescue Farm. The number of dogs is 4/5. True or false?
Answers
Answer:
Here is the complete question:
The ratio of the number of dogs to the number of cats is 4:5. There are 270 animals on the rescue farm. for each of the following statements, explain whether statements is true or false and why:
a. The number of dogs is 4/5 the number of cats.
b. 4/5 of the pets at the farm are dogs.
c. There are exactly 30 more cats than dogs.
d. There are exactly 30 dogs at the farm.
e. 5/9 of the pets at the farm are cats.
a,c and e are true statements.
Step-by-step explanation:
Let the number of dogs be "d' and number of cats be "c".
According to the question:
⇒ [tex]c+d=270[/tex] ...equation (i)
Arranging the ratio:
⇒ [tex]\frac{4}{5} = \frac{d}{c}[/tex]
⇒ [tex]4c=5d[/tex]
⇒ [tex]c=(\frac{5}{4})d[/tex] ...equation (ii)
Plugging (ii) in equation (i).
⇒ [tex]c+d=270[/tex]
⇒ [tex]\frac{5}{4} d+d=270[/tex]
⇒ [tex]\frac{5d+4d}{4} =270[/tex]
⇒ [tex]9d=270\times 4[/tex]
⇒ [tex]d=\frac{270\times 4}{9}[/tex]
⇒ [tex]d=120[/tex]
Number of dogs "d" = 120
Number of cats "c" = (270-120) = 150
Lets check each statement:
a.
The number of dogs is 4/5 the number of cats.
⇒ [tex]\frac{4}{5} \times 150[/tex]
⇒ [tex]\frac{4\times 150}{5}[/tex]
⇒ [tex]120[/tex]
Statement is true.
b.
4/5 of the pets at the farm are dogs.
⇒ [tex]\frac{4}{5} \times 270[/tex]
⇒ [tex]216[/tex]
Number of dogs = 120
So the above statement is false.
c.
There are exactly 30 more cats than dogs.
⇒ [tex]c-d =30[/tex]
⇒ [tex]150-120=30[/tex]
Statement is true.
d.
There are exactly 30 dogs at the farm.
False, as there are 120 dogs
e.
5/9 of the pets at the farm are cats.
⇒ [tex]\frac{5}{9} \times 270[/tex]
⇒ [tex]150[/tex]
Statement is true.
So,
Statement a,c and e are true as we could observe in the explanation.
Solve sin x + 2 sin x cos X = for 0°
Answers
Answer:
Step-by-step explanation:
hello :
sin x + 2 sin x cosx = 0 equivalent to : sinx(1+2cosx) =0
sinx=0 means : general solution is : x= kπ....k in Z
1+2cosx=0 means : cosx= -1/2 general solution is : x= ±π/6+kπ...k in Z
The question seems to involve solving a trigonometric equation with an incomplete equation provided. It suggests the use of trigonometric identities and basic values of sin and cos at 0 degrees to simplify and solve trigonometric equations.
Explanation:The question appears to be incorrectly phrased or incomplete. However, it seems to involve solving a trigonometric equation involving sine and cosine functions. To approach such equations, one common strategy is to use trigonometric identities to simplify the equation.
For instance the given expression sin x + 2 sin x cos x can be simplified using the double angle identity or factoring, allowing for easier solution. Yet, without a clear equation to solve or a specific value to find, it's challenging to provide a direct answer.
Solving trigonometric equations often requires understanding basic trigonometric functions like sin 0, which is 0, and cos, which is 1 at 0 degrees. These values are fundamental and help in simplifying equations to find solutions within a given domain, typically between 0° and 360° for high school mathematics problems.
Factorise 49x^2-121 what’s the answer
Answers
Answer:
( 7x + 11 )( 7x- 11 )
Step-by-step explanation:
( 7x + 11 )( 7x- 11 )
Because 7*7 is 49
-11*11= -121
7*11=77
-7*11= -77
77-77=0
so the answer is 49x^2-121
To factorize 49x^2-121, we can apply the difference of squares method. The factorization of 49x^2-121 is (7x + 11)(7x - 11).
Explanation:To factorize the quadratic expression 49x^2 - 121, we first identify it as a difference of squares. This allows us to rewrite it as (7x)^2 - 11^2. Utilizing the difference of squares factoring pattern, we then break it down as (a + b)(a - b), where in this case, a = 7x and b = 11. Consequently, the factorization of 49x^2 - 121 simplifies to (7x + 11)(7x - 11). This method efficiently breaks down the quadratic expression into its constituent linear factors, providing a clearer representation for mathematical analysis and problem-solving purposes.
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What is the area of the shaded region in the figure
shown below?
2 cm
2 cm
2 cm
Answers
Answer:
6 cm
Step-by-step explanation:
In a certain Algebra 2 class of 30 students, 18 of them play basketball and 9 of them
play baseball. There are 10 students who play neither sport. What is the probability
that a student chosen randomly from the class plays both basketball and baseball?
Answers
Probability that a student will play both is 7/30
Step-by-step explanation:
Total students = 30
No. of students who play basketball = 18
Probability that a student will play basketball = 18/30
= 3/5
No. of students who play baseball = 9
Probability that a student will play baseball = 9/30
= 3/10
No. of students who play neither sport = 10
Probability that a student will play neither sport = 10/30
= 1/3
To find :
Probability that a student will play both = p(student will play both)
No.of students who play sport = 30 - 10
= 20
Out of 20 students 18 play basketball and 9 play baseball.
So, some students play both the sports.
No. of students who play both sports = 18 + 9 - 20
= 7
p(student will play both) = 7/30
Probability that a student will play both is 7/30
The answer and the graph :)
Answers
Barbara Butler is paid $6.39 for each table she assembles. Last week she assembled the following number of tables. What was butlers pay for the week?
Answers
Final answer:
Barbara Butler's pay for the week can be calculated by multiplying the total number of tables she assembled by the payment rate per table. The formula for total pay is Total Pay = Number of Tables × Pay Rate per Table.
Explanation:
Barbara Butler's pay for the week:
Number of tables she assembled = Total of tables assembled
Butler's total pay = Number of tables assembled x Payment per table
Calculation:
Assuming she assembled:
Table 1: 5 tables
Table 2: 7 tables
Table 3: 11 tables
Butler's pay for the week = (5 + 7 + 11) x $6.39
Butler's pay for the week = $108.66