The principal should then survey the selected students to gather their opinions on the new dress code.
To answer your question, the principal should choose a sample of students that is both representative and random. This will ensure that the opinions gathered are an accurate reflection of the entire high school population.
How the principal can achieve this:
Determine the sample size:
The principal should decide on a suitable sample size based on the total number of students in the high school.
A larger sample size will yield more accurate results, but it may not be feasible to survey too many students.
To ensure representativeness, the principal should divide the high school population into different strata, such as grade levels or other relevant demographic categories.
This will help ensure that the sample includes a balanced mix of students from different backgrounds and groups.
Select a random sample:
Within each stratum, the principal should choose a random sample of students.
The principal should then survey the selected students to gather their opinions on the new dress code.
By following these steps, the principal can select an appropriate sample of students that will provide an accurate representation of the high school's overall opinion on the new dress code.
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What is and equation of the line that passes through the points ( − 4 , − 6 ) and (8,−6)
Answer: y= -6
Step-by-step explanation: use the slope formula and slope intercept; y=mx+b
motorola used the normal distribution to determine the probability of defects and the number of defects expected in a production process. assume a production process produces items with a mean weight of 11 ounces. a. the process standard deviation is , and the process control is set at plus or minus standard deviations. units with weights less than or greater than ounces will be classified as defects. what is the probability of a defect (to 4 decimals)? 0.3173 in a production run of parts, how many defects would be found (to the nearest whole number)? 16 b. through process design improvements, the process standard deviation can be reduced to . assume the process control remains the same, with weights less than or greater than ounces being classified as defects. what is the probability of a defect (to 4 decimals)? in a production run of parts, how many defects would be found (to the nearest whole number)? c. what is the advantage of reducing process variation, thereby causing a problem limits to be at a greater number of standard deviations from the mean?
(a) (i) 0.3174 = 31.74% probability of a defect
(ii) The expected number of defects for a 1,000-unit production run is 317.
(b) (i) 0.0026 = 0.26% probability of a defect
(ii) The expected number of defects for a 1,000-unit production run is 3.
(C) Reduces the process standard deviation and causes no change in the number of defects.
When the distribution is normal, we use the z-score formula.
In a set with mean and standard deviation, the score of a measure X is given by:
Z = X-μ /σ
The Z-score measures how many standard deviations the measure is from the mean. After finding the Z-score, we look at the z-score table and find the p-value associated with this z-score. This p-value is the probability that the value of the measure is smaller than X, that is, the percentile of X. Subtracting 1 by the p-value, we get the probability that the value of the measure is greater than X.
Question a:
We have that: μ = 10 and σ = 0.12
(i). Calculate the probability of a defect.
Less than 9.88 or greater than 10.12. These probabilities are equal, so we find one and multiply by 2.
Probability of less than 9.88:
This is the p-value of Z when X = 9.88. Thus,
Z = X-μ /σ
⇒ Z = 9.88 - 10/0.12
⇒ Z = -1, has a p-value of 0.1587
⇒ 2× 0.1587 = 0.3174
This means 0.3174 = 31.74% probability of a defect
(ii) Calculate the expected number of defects for a 1,000-unit production run.
The expected number of defects is 31.74% of 1000. So
0.3174*1000 = 317.4
Rounding to the nearest integer
The expected number of defects for a 1,000-unit production run is 317.
Question (b):
The mean remains the same, but the standard deviation is now
(i) Calculate the probability of a defect.
Less than 9.88 or greater than 10.12. These probabilities are equal, so we find one and multiply by 2.
Probability of less than 9.88:
This is the p-value of Z when X = 9.88. Thus,
Z = X-μ /σ
⇒ Z = 9.88 -10/0.04
⇒ Z = -3
⇒ Z = -3, has a p-value of 0.0013
which means 2× 0.0013 = 0.0026
from which 0.0026 = 0.26% probability of a defect
(ii) Calculate the expected number of defects for a 1,000-unit production run. The expected number of defects is 31.74% of 1000. Thus,
⇒ 0.0026*1000 = 2.6
Rounding to the nearest integer
The expected number of defects for a 1,000-unit production run is 3.
(C) The advantage of reducing process variation, thereby causing problem limits to be at a greater number of standard deviations from the mean Reduces the process standard deviation and causes no change in the number of defects.
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Select the correct answer. Solve the following quadratic equation. (x + 4)² = 25 A. B. C. D. x = 9 and x = − 1 9 and r -9 and r I= 9 and x = 1 x= 3665 -1 2
Hence, After solving this quadratic equation D is the right response x = -9 or x = 1,
How to solve quadratic equation?Three fundamental approaches can be used to resolve quadratic equations:
Factoring, first
2. Applying the quadratic equation
3. Finish the square.
To factor an equation with a quadratic term:
1. Place the equal sign with zero on the other side and all terms on one side.
2. Aspect.
3. Define each factor as zero.
4. Handle the equations in order.
5. Verify by entering your solution into the initial equation.
In order to use the quadratic formula to solve a quadratic equation:
1. Type the quadratic formula into your calculator: x = (-b (b2 - 4ac)) / (2a).
2. Determine the quadratic equation's values for the variables a, b, and c.
3. Enter these numbers as replacements in the quadratic formula, then simplify.
(x + 4)² = 25 is the quadratic version of the given equation.
By taking the square root of each side of the equation and then figuring out x,
we can solve this equation.
(x + 4)² = 25
Square roots of both sides result in x + 4 = 5 and x = -4 5.
Because of this, x = -9 or x = 1.
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Answer:
x=-9 and x=1
Step-by-step explanation:
It was correct for me
11. Matt brings twelve basketballs to the park for practice. The diameter of the basketball is 9.5
inches. How much cubic inches of air will you need to fill all the basketballs?
(Round to the nearest hundredth.)
Answer: 5387.05 [tex]in^3[/tex]
Step-by-step explanation:
9.5 / 2 = 4.75 (Radius of 1 Basketball)
V = [tex]\frac{4}{3} \pi r^3[/tex]
V = (4 x π x 4.75^3) / 3
V = 1346.761 / 3
V = 448.92
Thus we need 448.92 [tex]in^3[/tex] to fill 1 basketball
12 Basketballs = 449.92 * 12
12 Basketballs = 5387.046 ≈ 5387.05
PLEASE HELP I WILL GIVE BRAINLYIEST
Write a linear polynomial (degree of 1) to represent the length of a rectangle. Write another linear
polynomial (degree of 1) to represent the width of a rectangle.
Part A: What is the expression that represents the area of the rectangle? Show your work. (5 points)
Part B: For your answer for the area of the reaction in Part A, explain its degree and classification and why it
has that degree and classification? (3 points)
Part C: Explain how closure under multiplication applies to your your dimension and area in Part A. (7 points)
Therefore, the expression that represents the area of the rectangle is A(x) = mnx² + (mc + bn)x + bc.
What is polynomial?In mathematics, a polynomial is a mathematical expression consisting of variables (also known as indeterminates) and coefficients, which are combined using only the operations of addition, subtraction, multiplication, and non-negative integer exponents.
Here,
Part A:
Let's assume that the length of the rectangle is represented by the linear polynomial L(x) = mx + b, where m is the slope of the line and b is the y-intercept. Similarly, let's represent the width of the rectangle by the linear polynomial W(x) = nx + c, where n is the slope of the line and c is the y-intercept.
The area of the rectangle is given by multiplying the length and width of the rectangle, so we can express the area A(x) as:
A(x) = L(x) * W(x)
= (mx + b) * (nx + c)
= mnx² + (mc + bn)x + bc
Part B:
The degree of the polynomial A(x) is 2, which makes it a quadratic polynomial. The classification of the polynomial A(x) is that of a concave upward parabola. The degree of the polynomial is 2 because of the presence of the quadratic term mnx² in the expression for the area. The classification of the polynomial as a concave upward parabola is because the coefficient of the x² term is positive (i.e., mn > 0), and this causes the graph of the polynomial to curve upwards.
Part C:
Closure under multiplication means that if we multiply two numbers in a certain set, the result is always within that same set. In the context of the dimensions and area of a rectangle, closure under multiplication applies because if we multiply the length and width (which are both represented by linear polynomials), the resulting area (which is represented by a quadratic polynomial) is still within the same set of polynomial functions. Specifically, multiplying two linear polynomials results in a quadratic polynomial, and since polynomial functions are closed under multiplication, the resulting area polynomial is still a polynomial function. This means that the area of the rectangle can be represented by a single polynomial function, which is useful for various mathematical computations and applications.
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Please help me with these two questions this is due today
sean makes 225 a week with a standard deviation of 35, evan makes 240 with a standard deviation of 15, what is the probability that's sean will make more than evan on a randomly selected week?
The probability that Sean will make more than Evan on a randomly selected week is approximately 0.3446 or 34.46%.
To calculate the probability that Sean will make more than Evan in a randomly selected week, we need to compare their incomes in terms of standard deviations from the mean.
First, we need to calculate the difference between their means:
Mean difference = Sean's mean income - Evan's mean income = $225 - $240 = -$15
Next, we need to calculate the standard deviation of the difference between their incomes:
Standard deviation of difference = √[(Sean's standard deviation)^2 + (Evan's standard deviation)^2] = √[(35)^2 + (15)^2] = 37.42
Now, we can use a z-score table to find the probability that Sean's income will be higher than Evan's income:
Z-score = (Sean's income - Evan's income - Mean difference) / Standard deviation of difference = (225 - 240 - (-15)) / 37.42 = 0.40
From the z-score table, we find that the probability of a z-score of 0.40 or higher is 0.3446.
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30 points to whoever solves
Answer: 24,500 ways
Step-by-step explanation:
The number of ways to select 4 appetizers out of 8 is given by the combination C(8,4) = 70. Similarly, the number of ways to select 3 main courses out of 5 is given by C(5,3) = 10, and the number of ways to select 3 desserts out of 7 is given by C(7,3) = 35.
To find the total number of ways to select the full meal consisting of 4 appetizers, 3 main courses, and 3 desserts, we can use the multiplication principle of counting, which states that the total number of ways to perform a sequence of independent tasks is equal to the product of the number of ways to perform each individual task.
Therefore, the total number of ways to select the full meal is given:
70 x 10 x 35 = 24,500
Hence, there are 24,500 ways to select 4 appetizers, 3 main courses, and 3 desserts from the given options.
Answer:
Step-by-step explanation:
The number of ways to select 4 appetizers out of 8 is given by the combination C(8,4) = 70.
Similarly, the number of ways to select 3 main courses out of 5 is given by C(5,3) = 10, and the number of ways to select 3 desserts out of 7 is given by C(7,3) = 35.
To find the total number of ways to select the full meal consisting of 4 appetizers, 3 main courses, and 3 desserts, we can use the multiplication principle of counting, which states that the total number of ways to perform a sequence of independent tasks is equal to the product of the number of ways to perform each individual task.
Therefore, the total number of ways to select the full meal is given:70 x 10 x 35 = 24,500.
Hence, there are 24,500 ways to select 4 appetizers, 3 main courses, and 3 desserts from the given options.
solve this problem pleasee
The measure of following values for the given circle is:
Sector AE = (2/3)π square units
Sector AB = (10/9)π square units
Sector ECB = (1/3)π square units
Angle BOC = 160 degrees
What is circle?In geometry, a circle is a two-dimensional shape that is defined as the set of all points in a plane that are equidistant from a given point called the center. The distance from the center to any point on the circle is called the radius of the circle.
Here,
Sector AE:
The central angle of 60 degrees represents one-sixth (60/360) of the circle, so the sector AE has an area of one-sixth of the total area of the circle. The area of the circle is πr² = 4π square units, so the area of sector AE is:
(1/6) x 4π = (2/3)π square units
Sector AB:
The central angle of 50 degrees represents 5/18 (50/360) of the circle, so the sector AB has an area of 5/18 of the total area of the circle. The area of the circle is πr² = 4π square units, so the area of sector AB is:
(5/18) x 4π = (10/9)π square units
Sector ECB:
Since angles EOC and BOC are complementary (they add up to 90 degrees), the central angles they subtend are also complementary. Therefore, the central angle of sector ECB is 90 - 60 = 30 degrees. This represents one-twelfth (30/360) of the circle, so the sector ECB has an area of one-twelfth of the total area of the circle. The area of the circle is πr² = 4π square units, so the area of sector ECB is:
(1/12) x 4π = (1/3)π square units
Angle BOC:
Since angles AOB and COE are both right angles (as they subtend diameters of the circle), we know that angle AOC is 90 degrees. Therefore, angle BOC is:
360 - 90 - 60 - 50 = 160 degrees
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In cyclic quadrilateral PQRS,
[tex]\frac{\ \textless \ P}{3} =\frac{\ \textless \ Q}{4}=\frac{\ \textless \ R}{5}[/tex]
Find the largest angle in quadrilateral PQRS, in degrees. ("<" =angle and the answer isn't 120)
So, the largest angle in quadrilateral PQRS is < 120 degrees.
A cyclic quadrilateral is what?
A quadrilateral that may be encircled by a circle is known as a cyclic quadrilateral.
Considering that,<P=3x , <Q=4x and <R=5x
∠P + ∠R = 180º ∠Q + ∠S = 180º
Then we can write
3x+4x+5x+<S=360
12x+<S=360
<S=360-12x
We are aware that in a cyclic quadrilateral, the largest angle lies opposite the smallest angle.
Hence, in order to determine the largest angle, we must first determine the smallest angle.
P being the smallest angle leads us to believe that it is equal to x.
Therefore:
x+4x+5x+<s=360
10x+<s=360
<S=360-10x
therefore, Largest angle
- 10x < 360 - (10 * 24) = 120
So, the largest angle in quadrilateral PQRS is less than 120 degrees.
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(y+4)^2 * (y-4)^2
Pls help, will mark brainliest
(Use factoring)
Answer:
Step-by-step explanation:
The answer of this question bc it showing me the answer is D
Answer:
You're right -- it's B!
Step-by-step explanation:
When raising a power to a power, multiply exponents. The answer would be D if it were 4^6 times 4^3, but it's (4^6)^3, so I'm not sure what is happening to the computer.
what is the precent of change from 22 to 26
Answer: 15.4% (rounded to the nearest tenth)
Step-by-step explanation:
$495 is 55% of what number?
Percent Proportion -
Percent Equation -
To find the number that 495 is 55% of, we can use the percent proportion or percent equation.
Using the percent proportion:
Part/Whole = Percent/100
Let x be the whole (or total) number we are looking for. Then:
495/x = 55/100
We can cross-multiply to solve for x:
49500 = 55x
Dividing both sides by 55:
x = 900
Therefore, 495 is 55% of 900.
Using the percent equation:
Percent * Whole = Part
Let x be the whole (or total) number we are looking for. Then:
55% * x = 495
We can divide both sides by 0.55 to solve for x:
x = 495 / 0.55
Simplifying:
x = 900
Therefore, 495 is 55% of 900.
Answer: 55 %
Step-by-step explanation:
To find the number that $495 is 55% of, we can use the following proportion:
part/whole = percent/100
Let x be the number we are trying to find, then we can write:
495/x = 55/100
To solve for x, we can cross-multiply:
55x = 49500
Dividing both sides by 55, we get:
x = 900
Therefore, $495 is 55% of 900.
GEOMETRY HELP!!!! WILL GIVE BRAINLIEST!!!
Geometry is the branch of mathematics that deals with shapes, sizes, positions, and properties of space. It involves concepts such as points, lines, angles, and shapes such as triangles, circles, and polygons.
To excel in geometry, it is important to have a good grasp of the basic concepts and formulas. You should understand the properties of different shapes and know how to calculate their areas and volumes.
One important formula in geometry is the Pythagorean theorem, which states that in a right triangle, the square of the hypotenuse (the side opposite the right angle) is equal to the sum of the squares of the other two sides. Another important concept is trigonometry, which deals with the relationships between the sides and angles of triangles.
Overall, geometry is a fascinating subject that is essential for a wide range of applications, from architecture and engineering to computer graphics and art. If you need more specific help or have any questions, feel free to ask!
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Find the sum.
(3g^2-g) + (3g^2-8g+4)
The sum of the given algebraic expression is =6g²-9g +4
The concept of algebraic expressions is the use of letters or alphabets to represent numbers without providing their precise values. We learned how to express an unknown value using letters like x, y, and z in the fundamentals of algebra. Here, we refer to these letters as variables. Variables and constants can both be used in an algebraic expression. A coefficient is any value that is added before a variable and then multiplied by it.
The given expression is
=3g²-g+(3g²-8g+4)
=3g²-g + 3g² -8g +4
=6g²-9g +4
The sum of the given algebraic expression is =6g²-9g +4
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How answer this question
Answer:
[tex]54 \: {ft}^{2} [/tex]
Step-by-step explanation:
The surface area is the sum of the lateral and base areas
Since the given figure is a cube (all sides and walls of a cube are equal), instead of finding its surface area the harder way, we can find the area of one side and multiply it by the number of sides a cube has (which is 6):
[tex]a(surface) = 3 \times 3 \times 6 = 54 \: {ft}^{2} [/tex]
Answer: 54 ft²
Step-by-step explanation: The side of a cube is given to be 3ft
We know the formula of the surface area of a cube is: 6A²
putting the value of side in the formula gives
6x(3)²=54 ft²
for the following situations, would you collect information using a sample or a population? a. to find how many books are published in one week by a famous publishing company. multiple choice 1 sample population b. to test a new drug produced by a biotech company. multiple choice 2 sample population c. to find the number of men and women working in an it company with 600 people. multiple choice 3 population sample d. to estimate the average salary of doctors in california. multiple choice 4 population sample
We have to solve all of the parts of the given problem using our understanding of a sample and a population. It is given below.
A sample is taken when you want to take data from a specific set and then make observations based on that. A population is, on the other hand, the complete set that you want to make your observations from.
In the given problem -
A. To find how many books are published in one week by a famous publishing company - We are going to use a sample because we need to observe under s set category - one week.
B. To test a new drug produced by a biotech company - We are going to use a population because we need to monitor all individuals who take this drug.
C. To find the number of men and women working in an IT company with 600 people - We use a population here because we are going to use the data of all the people in the company.
D. To estimate the average salary of doctors in California - We use a sample here because the set category is California.
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6 - (5 divided by a)^3 + 8 a=5
Answer:
13
Step-by-step explanation:
Evaluate the expression:
[tex]6-(5 \div a)^3 +8[/tex]
a = 5, plug in the value
[tex]6-(5\div 5)^3 + 8[/tex]
Divide in parentheses
[tex]6-1^3+8[/tex]
1^3 = 1, then subtract 6 and 1
[tex]5+8[/tex]
Add
[tex]13[/tex]
2x + 8y = 6
5x + 20y = 15
Answer: 0=0
Step-by-step explanation:
Pleaseee Help Meeeeeeeeeee
"if You don't Know the Answer DON'T ANSWER THE QUESTION."
(If you Answer the question and You don't Know it, It takes away From someone else being able to Answer it and Give me the Correct Answer.)
PS. IT'S MULTIPLE CHOICE, WHICH MEANS IT'S MORE THAN ONE ANSWER. PLEASE DO NOT RESPOND TO THE QUESTION- IF YOU DON'T HAVE MORE THAN ONE ANSWER.
PLEASE AND THANK YOU,
Kim receives 4 stickers more than Jim. If Kim receives 20 stickers, What is the ratio of Kim’s stickers to Kim’s stickers? How many stickers must Kim receive if Jim gets 60 stickers?
Kim must receive 75 stickers if Jim gets 60 stickers.
1. Since Kim receives 4 stickers more than Jim, and Kim receives 20 stickers,
we can determine the number of stickers Jim receives:
Jim's stickers = Kim's stickers - 4
Jim's stickers = 20 - 4
Jim's stickers = 16
2. The ratio of Kim's stickers to Jim's stickers is:
Kim's stickers : Jim's stickers
20 : 16
3. To simplify the ratio, divide both numbers by their greatest common divisor (4):
(20/4) : (16/4)
5 : 4
So, the ratio of Kim's stickers to Jim's stickers is 5:4.
4. If Jim receives 60 stickers, we can determine how many stickers Kim must receive using the ratio 5:4:
4 units = 60 stickers (Jim's)
1 unit = 60 stickers / 4
1 unit = 15 stickers
Since Kim has 5 units in the ratio:
Kim's stickers = 5 units * 15 stickers/unit
Kim's stickers = 75 stickers.
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suppose George has three pieces of wood to use for a triangular frame for his art piece the pieces of wood have length of 16 inch 14 inch 30-in can George use these pieces of wood to make a triangular frame
The given wood length does not satisfied the property of triangle through which it unable to create a triangle.
What about length of triangle?
The length of a triangle depends on the specific triangle you are referring to and the measurements of its sides. A triangle is a three-sided polygon, and its length is typically measured as the length of its sides.
There are different types of triangles based on their side lengths, such as equilateral triangles with three equal sides, isosceles triangles with two equal sides, and scalene triangles with no equal sides. The length of each side in these triangles can be determined using various methods, such as the Pythagorean theorem, the Law of Cosines, or trigonometric functions.
Define triangle property:
A triangle is a polygon with three sides and three angles. The properties of a triangle include:
Three sides: A triangle has three sides that can have different lengths.Three angles: A triangle has three angles that add up to 180 degrees.Interior angles: The interior angles of a triangle can be acute (less than 90 degrees), right (exactly 90 degrees), or obtuse (greater than 90 degrees).Exterior angles: The exterior angles of a triangle are formed by extending one of the sides of the triangle and measuring the angle between it and the adjacent side. The sum of the measures of the exterior angles of a triangle is always 360 degrees.According to the given information:
As, we know the property of triangle that sum of two side always greater than third side of the triangle. But when add 16 inch and 14 inch we get 30 inch as a result that is same length of the third side.
Hence, it is not greater than third side so, through the given length we can't create a triangle.
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2.quality style manufactures self-assembling furniture. to reduce the cost of returned orders, the manager of its quality control department inspects the final packages each day using randomly selected samples. the defects include wrong parts, missing connection parts, parts with apparent painting problems, and parts with rough surfaces. the average defect rate is four per day. owhich type of control chart should be used? construct a control chart with 3-sigma control limits.
The type of control chart should be used here is equals to C-chart. So, the right answer is option (c). The upper and lower control limits are 10 and 0 respectively.
We have a quality style manufactures self-assembling furniture.
Average Defect rate = 4 per day
Now, here we are checking the number of defective packages per day which is independent day to day and have a mean or average of 4 per day. So, we use here the C- chart one of type of control chart. Also, we have to draw control chart with 3-sigma control limits. Average defect Rate, c' = 4
We determine the control limits,
CL = 3 ( 3-sigma )
The upper control limit , UCL = c' + 3 √c'
= 4 + 3 √4 = 10
The lower limit, LCL= max ( 0, c' - 3 √c')
c' - 3 √c' = 4 - 3√4 = -2, as it is less than zero, So, lower control limit, LCL= 0.00.
The construction of control chart always consists,
First, we have to determine the mean of the observed data.Secondly, we have to determine the variance of the set.Third, calculate the standard deviation, which means the square root of the variance.Fourth, we have to determine the three-sigma, which means three standard deviations above the mean. a central line for the average, an upper line for the upper control limit, and a lower line for the lower control limit.For more information about Control chart , refer :
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Complete question:
quality style manufactures self-assembling furniture. to reduce the cost of returned orders, the manager of its quality control department inspects the final packages each day using randomly selected samples. the defects include wrong parts, missing connection parts, parts with apparent painting problems, and parts with rough surfaces. the average defect rate is four per day. owhich type of control chart should be used?
i) R chart
ii) p chart
iii) c chart
construct a control chart with 3-sigma control limits.
A toy rocket is shot vertically into the air from a launching pad 4feet above the ground with an initial velocity 96of feet per second. The height h, in feet, of the rocket above the ground at t seconds after launch is given by the function h=-16t^2+96+4 . How long will it take the rocket to reach its maximum height? What is the maximum height?
Question content area bottom
Part 1
The rocket will reach its maximum height ? after launch
(Simplify your answer.)
Part 2
The maximum height reached by the object is ?
(Simplify your answer.)
Step-by-step explanation:
Height = - 16 t^2 + 96 t + 4
max will occur at t = - b/2a = - 96/(2*-16) = 3 seconds
The max height at t = 3
Height = -16 (3^2) + 96 (3) + 4 = 148 ft
URGENT
Find the length of side x in simplest radical form with a rational denominator.
value of side x in the triangle is 6 ( simplest radical form with a rational denominator is 6/1).
Define right triangleA right triangle is a triangle that has one angle measuring 90 degrees, which is also called a right angle. The hypotenuse is the side that faces the right angle, while the legs are the other two sides.
Define trigonomteric functionTrigonometric functions are a set of mathematical functions used to relate the angles and sides of a right triangle. Sine (sin), cosine (cos), tangent (tan), cosecant (csc), secant (sec), and cotangent are the six fundamental trigonometric functions (cot).
In the given right angles triangle
Using trigonomteric function
Tan30°=√12/x
1/√3=√12/x
x=√12×√3
x=√36
x=6
Hence, value of side x in the triangle is 6.
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The net of a right rectangular prism is shown.
2.6
3.9
3.9
5.2
3.9
5.2
2.6
What is the surface area of the right rectangular prism? Enter the answer as a decimal in the box.
unit²
The surface area of the right rectangular prism is 87.88 square units.
The surface area of a rectangle is the total area or area of six faces. A prism is a solid with straight parallelogram sides and a base of the same polygon. There are many types of prisms such as triangular prism, square prism, cartesian prism, penta prism, and hexagonal prism.
Given that:
from the set of information :
Length(l) = 5.2
Breadth (b) = 2.6
Height(h) = 3.9
Area of the rectangular prism = 2(lb + bh + lh)
= 2(5.2×2.6 + 2.6×3.9 + 3.9×5.2)
= 2(43.94)
= 87.88
Therefore, the surface area of the right rectangular prism is 87.88 square units.
Complete Question:
The net of a right rectangular prism is shown 2.6 3.9 5.2
What is the surface area of the right rectangular prism? Enter the answer as a decimal in the box unit².
Learn more about the Surface area:
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Explain this question help me?
Answer:
D. y = 1.5[tex](4)^{x}[/tex]
Step-by-step explanation:
There are a lot of ways to solve this, but here we will just use the simplest way is to put the number in for x and y to see if it is true or not, and that will be the correct answer.
Let's use the point (4, 384)
A. y = 4[tex](2)^{x}[/tex]
384 = 4[tex](2)^{4}[/tex]
384 = 64
This is not true, so A is wrong.
B. y = 3[tex](2)^{x}[/tex]
384 = 3[tex](2)^{4}[/tex]
384 = 48
This is not true, so B is wrong.
C. y = 4[tex](1.5)^{x}[/tex]
384 = 4[tex](1.5)^{4}[/tex]
384 = 20.25
This is not true, so C is wrong.
D. y = 1.5[tex](4)^{x}[/tex]
384 = 1.5[tex](4)^{4}[/tex]
384 = 384
This is true, so D is the answer.
14
Type the correct answer in the box. Use numerals instead of words. If necessary, use / for the f
If p-1 is a factor of p*+p²+p-k, the value of kis
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To test if p - 1 is a factor of p^2 + p + p - k, we can use synthetic division.
Place the coefficients of p^2 + p + p - k in the top row of the division table, and write (p - 1) to the left, outside of the table:
| 1 1 1 -k
1 |__________
|
Bring down the first coefficient of 1:
| 1 1 1 -k
1 |__________
| 1
Multiply the 1 by (p - 1) to get p - 1:
| 1 1 1 -k
1 |__________
| 1
|__________
Add the entries diagonally (1 and 1) to get 2 and write the result under the next coefficient of 1:
| 1 1 1 -k
1 |__________
| 1
|__________
2
Multiply the 2 by (p - 1) to get 2p - 2:
| 1 1 1 -k
1 |__________
| 1
|__________
2
-2p+2
Add the entries diagonally (2 and 1) to get 3 and write the result under the next coefficient of 1:
| 1 1 1 -k
1 |__________
| 1
|__________
2
-2p+2
________
3
Multiply the 3 by (p - 1) to get 3p - 3:
| 1 1 1 -k
1 |__________
| 1
|__________
2
-2p+2
________
3
-3p+3
Add the entries diagonally (3 and 1) to get 4 and write the result under the next coefficient of -k:
| 1 1 1 -k
1 |__________
| 1
|__________
2
-2p+2
________
3
-3p+3
________
4
The remainder is 4, which means that p - 1 is a factor of p^2 + p + p - k if k = 4.
Therefore, the value of k is 4.
A boat is heading towards a lighthouse, where
Jeriel is watching from a vertical distance of 113
feet above the water. Jeriel measures an angle of
depression to the boat at point A to be 8°. At
some later time, Jeriel takes another
measurement and finds the angle of depression
to the boat (now at point B) to be 52°. Find the
distance from point A to point B. Round your
answer to the nearest tenth of a foot if necessary.