20 POINTS What is the area of this triangle?

Enter your answer as a decimal in the box. Round only your final answer to the nearest hundredth.

_____ ft²

Answer:

e = 10

Step-by-step explanation:

In this problem we are told to solve for e. This means we need to isolate the variable e, leaving it completely by itself on one side of the equation.

9e + 4 = -5e + 14 + 13e

We can do this multiple ways, but I will show you how I would do it.

First I would subtract 4 from both sides.

9e + 4 = -5e + 14 + 13e

9e = -5e + 14 + 13e - 4

We can simplify the right side of the equation down by subtracting four from 14.

9e = -5e + 10 + 13e

Next, let's simplify our algebraic expressions. We can subtract 5e from 13e (or add -5e to 13e whatever tickles your fancy)

-5e + 13e = 8e

9e = 8e + 10

Now we subtract algebraic expression 8e from both sides

9e - 8e = 10

All of our expressions with the variable e are now on one side but we aren't done yet. Compute 9e - 8e.

9e - 8e = 10

1e = 10

or

e = 10

We have isolated e! Our final answer is e = 10

Answer:

His economics grade had a higher z-score, so you performed better relative to the class average in economics.

Step-by-step explanation:

Problems of normally distributed samples are solved using the z-score formula.

In a set with mean [tex]\mu[/tex] and standard deviation [tex]\sigma[/tex], the zscore of a measure X is given by:

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

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 pvalue, we get the probability that the value of the measure is greater than X.

In which class did you perform better relative to the class average?

In whichever class you had the higher z-score.

Statistics:

Scored 65, mean 60, standard deviation 6. So [tex]X = 65, \mu = 60, \sigma = 6[/tex]

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

[tex]Z = \frac{65 - 60}{6}[/tex]

[tex]Z = 0.83[/tex]

Economics:

Scored 78, Mean 75, Standard deviation 2.5. So [tex]X = 78, \mu = 75, \sigma = 2.5[/tex]

[tex]Z = \frac{X - \mu}{\sigma}[/tex]

[tex]Z = \frac{78 - 75}{2.5}[/tex]

[tex]Z = 1.2[/tex]

His economics grade had a higher z-score, so you performed better relative to the class average in economics.

Answer:

  -tan(18°)   or   tan(-18°)

Step-by-step explanation:

The angle given is in the 3rd quadrant, so the tangent is negative. The reference angle is ...

  180° -162° = 18°

Tangent is an odd function, so ...

  tan(-x) = -tan(x)

This means we can write the required ratio two ways:

Answer:

b.69.08

Step-by-step explanation:

formula:

c=2(pi)r

c=2(pi)11

Answer:b

Step-by-step explanation:

radius=r=11

π=3.14

Circumference=2 x π x r

Circumference=2 x 3.14 x 11

Circumference=69.08

Answer:

83°

Step-by-step explanation:

A complementary angles' measurements will equal 90°. One of the angles = 7°. Subtract 7 from 90:

90 - 7 = 83

83° is the measurement of the complementary angle.

~

Answer:

83°

Step-by-step explanation:

Complementary angles add up to 90° in measurement.

With that in mind:

[tex]90 -7=83[/tex]

The complementary angle would measure 83°.

Brainilest Appreciated!

Answer:

  f(1) = -1

  f(n) = f(n-1) -1

Step-by-step explanation:

The first term is -1. Each term is 1 less than the previous. These equations say that.

  f(1) = -1

  f(n) = f(n-1) -1

Answer: y = 9x - 3

That's y=mx + b, the usual slope intercept form of a line with slope m and y intercept b.

Step-by-step explanation:

The equation of a line is y = mx + b, where m is the slope and b is the y-intercept. We know that m = 9 and b = -3, and when we plug those in, we get y = 9x - 3. Hope this helps!

Answer:

No, it cannot have a unique solution. Because there are more variables than​ equations, there must be at least one free variable. If the linear system is consistent and there is at least one free​ variable, the solution set contains infinitely many solutions. If the linear system is​ inconsistent, there is no solution.

Step-by-step explanation:

the questionnaire options are incomplete, however the given option is correct

We mark this option as correct because in a linear system of equations there can be more than one solution, since the components of the equations, that is, the variables are multiple, leaving free variables which generates more alternative solutions, however when there is no consistency there will be no solution

To solve such problems we must know about the system of equations and underdetermined systems.

The system of equations doesn't have a unique solution.

When a system of equations has more variables than the equation, therefore, it has fewer rules to curb the variables, giving the variables more freedom to take up values from their respective domain(Usually it is a set of real numbers), in such a condition the system of equations has infinite solutions. This kind of system is known as an underdetermined system.

Hence, the system of equations doesn't have a unique solution.

Learn more about the system of equations:

https://brainly.com/question/26197467

Answer:

the factored expression is

(d+6)(d+6) or (d+6)^2

Step-by-step explanation:

The answer is 4.55

When you divide 5 by 11 you will get  0.45454545454 than when you multiply these numbers by 10 you will get 4.54545454545 and then the rounded answer is 4.55.

Answer: 4.54

Step-by-step explanation:

Answer:

2 boys for every 3 girls

Step-by-step explanation:

24/36 = 6/9 = 2/3, 2 boys for every 3 girls,

Answer:

I think this is what the question is looking for. I hope this helps.

Answer:

[tex]B(t) = 1150*(2)^{t}[/tex]

After 10 hours: 1,177,600

Step-by-step explanation:

The number of bacteria after b hours is given by the following equation:

[tex]B(t) = B(0)(1+r)^{t}[/tex]

In which B(0) is the initial number of bacteria and r is the rate that it increases.

The initial number of bacteria in the dish was 1,150. The amount of bacteria doubles at the end of each hour.

This means that [tex]B(0) = 1150, B(1) = 2*1150[/tex]

So

[tex]B(t) = B(0)(1+r)^{t}[/tex]

[tex]2*1150 = 1150(1+r)^{1}[/tex]

[tex]1 + r = 2[/tex]

[tex]r = 1[/tex]

So

[tex]B(t) = 1150*(2)^{t}[/tex]

After 10 hours:

[tex]B(10) = 1150*(2)^{10} = 1177600[/tex]

1,177,600 bacteria after 10 hours.

Answer:

x = -2 or x = 1/3 thus: B & C

Step-by-step explanation:

Solve for x over the real numbers:

2 x^2 + 7 x - 2 = 2 x - x^2

Subtract 2 x - x^2 from both sides:

3 x^2 + 5 x - 2 = 0

The left hand side factors into a product with two terms:

(x + 2) (3 x - 1) = 0

Split into two equations:

x + 2 = 0 or 3 x - 1 = 0

Subtract 2 from both sides:

x = -2 or 3 x - 1 = 0

Add 1 to both sides:

x = -2 or 3 x = 1

Divide both sides by 3:

Answer: x = -2 or x = 1/3

Answer:

Moving the decimal 3 places to the right in a decimal number is the same as multiplying the number by 1000.

Answer:

We have 5 cards, and if we assume that the probability of selecting a given card at random is the same for all the cards, then the probability of randomly drawing the card C out of the 5 cards is equal to:

P = 1/5 = 0.20

Now, for the experimental probability, we can see that out of 300 draws, 111 times he drew the card C.

The experimental probability is:

Pe = 111/300 = 0.37

You can see that the experimental probability is bigger than the theoretical one, this may happen for two things.

Not enough draws: as the number of draws, we should expect to see that the experimental probability gets closer and closer to the theoretical one.

The cards have some difference: There is a chance that card C has a difference with the other cards, and this difference makes that when Ryan draws a card has a bigger probability of drawing this one.

Answer:

The submarine is 76 meters below sea level.

Step-by-step explanation: 48+28=76

If the sub is already 48 meters below sea level, and then it travels another 28 meters further down, you simply add 28 to 48.

Answer:

Polar axis.

Step-by-step explanation:

When looking at characteristics of a Polar Graph, the positive x-axis is called the Polar axis.

Answer:

polar axis.

Step-by-step explanation:

Answer:

acute isosceles

Step-by-step explanation:

Answer:

its C

Step-by-step explanation:

just cause

Answer:

616 ft/min

Step-by-step explanation:

1 mile = 5280 feet

7 miles = 5280 x 7 = 36960

1 hr = 60 mins

thus 36960 / 60 = 616

Answer:

64

Step-by-step explanation:

x^2 +16x+c

Take the coefficient of x

16

Divide by 2

16/2 =8

Square it

8^2 = 64

This is c

Answer:

c = 64

Step-by-step explanation:

The value for c is A. 64.  That comes from the process of completing the square where you take half the linear term, square it, and add it in.  Our linear term is 16.  Half of 16 is 8, and 8 squared is 64. 

Answer:

1 1/3

Step-by-step explanation:

take the denominator and times it to the mixed number.

so 3*1 = 3

then add the numerator to that, so

3 + 1 = 4

making it, 4/3

Answer:

About 68% (is that an answer choice?)

Step-by-step explanation:

In a normal distribution (a bell curve), about 68 percent of the data is in the range between one standard deviation below the mean to one standard deviation above.  If your mean is 27, and the standard deviation is 3, then one deviation below to one above would be 27 - 3  to 27 + 3, or 24 - 30.

Answer:

C x =  (-5+sqrt(-3))/2

D x = ( -5-sqrt(-3))/2

Step-by-step explanation:

Set the polynomial equal to zero

x^2 + 5x+7 =0

Subtract 7 from each side

x^2 + 5x+7-7 =-7

x^2 + 5x = -7

Complete the square by taking the coefficient of x and dividing by 2 and then squaring it

(5/2)^2 = 25/4

x^2 + 5x + 25/4 = -7+25/4

(x+5/2)^2 = -28/4 +25/4

(x+5/2)^2 = -3/4

Take the square root of each side

x+5/2 = ±sqrt(-3/4)

Subtract 5/2 from each side

x+5/2 -5/2 = -5/2±sqrt(-3/4)

x =  -5/2±sqrt(-3/4)

x =  -5/2±sqrt(-3)/2

x =  (-5±sqrt(-3))/2

Answer/Explanation:

There are basically 4 main levels of measurement or scales of measurement. They are:

1. Nominal scale: this deals with variables that are categorised, and numbers o i.e.r alphabets assigned are just for the sake of naming, and as such has no numeric value.

2. Ordinal scale: this scale is only used to show order or ranking if variables.

3. Interval scale: in this type of scale, numbers that are ordered have meaningful divisions.

4. Ratio scale: this can be like to interval scale, in that, the ordered numbers have meanings. However, unlike the interval scale, when zero is used, meaningful deductions can be made as zero is meaningful.

Therefore, level of measurement for the variables given in the question are as follows:

a. Distance students travel to class: ratio scale. I.e. zero in this scale is meaningful and would mean no distance was travelled

b. A classification of students by the state of birth: nominal scale, i.e. this only serves the purpose of categorization. The scale here has no numeric value,

c. A classification of students by ethnicity: nominal scale

d. A classification of workers by industry: nominal scale

e. Selling price of the Statistics textbook: ratio scale

f. Student IQ ratings: interval scale, i.e., zero in this scale is not meaningful.

Answer: 1.01 hours. THIS IS CORRECT

SteIf you draw a figure to model the situation, you can think of them as starting at the origin (0,0). After t hours, David will be at the point (−17t,0), and Amy will be at the point (0,−15t):

A line segment on a coordinate plane.

A coordinate plane has an unlabeled horizontal x-axis and an unlabeled vertical y-axis. A line segment labeled D that falls from left to right extends from a solid circle at left-parenthesis negative 17 t comma 0 right-parenthesis to a solid circle at left-parenthesis 0 comma negative 15 t right-parenthesis. A point is plotted at left-parenthesis 0 comma 0 right-parenthesis. All plotted points are labeled with their coordinates.

Using the distance formula, we can find the distance between them as a function of time t:

D(t)=(x0−x1)2+(y0−y1)2‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾√=(−17t−0)2+(0−−15t)2‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾‾√=289t2+225t2‾‾‾‾‾‾‾‾‾‾‾‾‾√=514t2‾‾‾‾‾√=t514‾‾‾‾√

(Note that we can say t2‾‾√=t and not |t| because in this question t>0). Setting this equal to 23 and solving for t, we find

t514‾‾‾‾√t=23=23514‾‾‾‾√≈1.01p-by-step explanation:

Answer:

scale factor 2.5

Step-by-step explanation:

Answer:

C because you would have completed every outcome

Answer:

D. 50

Step-by-step explanation:

130+x=180

x=50

Answer:

The question is about the least amount to charge each policyholder as premium

The least premium is $484

Step-by-step explanation:

The least amount of premium to charge for this policy is the sum of the expected values of outcome of both instances of policyholder dying before the age of 70 and living after the age of 70 years

expected value of dying before 70 years=payout*probability=$24,200*2%=$484

Expected of living after 70=payout*probability=$0*98%=$0

sum of expected values=$484+$0=$484

Note that payout is nil if policyholder lives beyond 70 years

The premium of $573 means that a profit of $89 is recorded

Answer:

A) 16 cm

B) 50.24 cm

Step-by-step explanation:

Part A:

The diameter is double the radius

The radius is half of the diameter

To work out the diameter you would simply multiply the radius of 8 cm by 2, this gives you 16 cm. This is because the radius is half of the length of the diameter.

1) Multiply 8 by 2.

[tex]8*2=16 cm[/tex]

Part B:

The formula for the circumference of a circle is : [tex]\pi *diameter[/tex]

To work out the Circumference you would multiply the diameter of 16 cm by pi, this gives you 50.24 cm. This is because if you were to substitute the value of the diameter into the formula you would get the same result.

1) Multiply pi by 16.

[tex]\pi*16=50.24[/tex]

Pi in this case is 3.14