Answer:
Reflection Paper on "Freedom Riders"
Ankit Mishra
title movie
freedom riders
instructions create a reflection paper that summarize the documentary and how brougth about social changes and lead to the Civil rigths act of 1964
please help me
2,3 pages
Please read the instructions please I need your help watch the movie and the instructions
Reflection Paper on "Freedom Riders" Documentary
The "Freedom Riders" is a powerful documentary that recounts the story of a group of civil rights activists who rode buses across the American South in 1961 to challenge the segregated public transportation system. The film provides a vivid and moving account of their journey and the challenges they faced along the way, from beatings and arrests to bombings and arson attacks. Through interviews with surviving freedom riders and archival footage, the film sheds light on the bravery and determination of these activists and the impact they had on the civil rights movement.
The freedom riders were inspired by the nonviolent protest movement led by Dr. Martin Luther King Jr. and other civil rights leaders. They believed that segregation was a moral wrong and that they had a duty to resist it through nonviolent means. Despite the danger they faced, the freedom riders refused to back down, putting their lives on the line for the cause of justice and equality.
The bravery of the freedom riders had a profound impact on the civil rights movement. Their actions galvanized support for the cause and drew national attention to the issue of segregation. The freedom rides sparked a wave of protests and civil disobedience across the South, and helped to build momentum for the passage of the Civil Rights Act of 1964. This landmark legislation banned segregation in public places and made it illegal to discriminate against someone on the basis of race, color, religion, sex, or national origin.
The "Freedom Riders" documentary serves as a powerful reminder of the sacrifices made by those who fought for civil rights in the United States. It highlights the courage and determination of the freedom riders and the impact they had on the country. It is an important film that teaches us about the past and the struggles of those who fought for justice and equality.
In conclusion, the "Freedom Riders" documentary is a powerful reminder of the sacrifices made by those who fought for civil rights in the United States. It highlights the bravery and determination of the freedom riders and the impact they had on the civil rights movement. The film serves as a testament to the power of nonviolent protest and the importance of standing up for what is right, even in the face of opposition. The lessons of the freedom riders should inspire us all to continue working towards a more just and equal society.
Ankit Mishra
3cos²∅ (1+tan²∅) = 3
This equation involves trigonometric functions and can be simplified using trigonometric identities.
Starting with the right-hand side of the equation, we have 3. On the left-hand side, we have the expression 3cos^2(θ)(1 + tan^2(θ)).
We can simplify the expression as follows:
cos^2(θ) = 1 - sin^2(θ)
and
tan^2(θ) = sin^2(θ) / cos^2(θ)
Substituting these identities into the expression on the left-hand side, we get:
3(1 - sin^2(θ))(1 + sin^2(θ) / (1 - sin^2(θ))
Expanding the product and simplifying, we get:
3
Thus, the equation is true and holds true for all values of θ.
Write a quadratic equation with -1 and 5 as its roots
A quadratic equation with -1 and 5 as its roots is x^2 - 4x - 5 = 0 by multiplying the terms.
The roots of a quadratic equation are the values of the variable that satisfy the equation. They are also known as the "solutions" or "zeros" of the quadratic equation.
Derive factor from the roots
x = -1 and x = 5
x + 1 = 0 and x - 5 = 0
Now, (x+1)(x-5) = 0
x(x - 5) + 1(x - 5) = 0
x^2 - 5x + x - 5 = 0
x^2 - 4x - 5 = 0
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Please help me with this!! ( please answer thinking wuestion
1. In his newspaper, Peter Zenger published articles criticizing the Governor's use of arbitrary power
2. Because it was against the law to criticize the king or his appointees, the Attorney General accused Peter Zenger of committing" libel.
3. Hamilton believed Zenger was not guilty of this charge because in Zenger's newspaper articles the "truth is told
4. Hamilton felt that more than just Peter Zenger was on trial. He felt that the larger concept of American" liberty was at stake.
How to convey the informationHamilton and Morris agreed that the trial of Peter Zenger was important for American freedom and the defense of liberty.
As for the question about television and newspaper reporters, it is a matter of opinion. Some people believe that the freedom of the press is an important part of democracy, and that reporters should be able to criticize anyone in power, including the president. Others believe that criticism of the president should be limited to protect the dignity and stability of the office. In either case, it is important to strike a balance between free speech and responsible journalism.
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in nine bernoulli trials, what is the probability that there will be more than the expected number of failures?
The probability of having more than the expected number of failures (i.e., at least five failures) in a set of nine Bernoulli trials is 0.2461, assuming that the probability of failure is 0.5.
In the field of probability, it is essential to understand the expected number of successes or failures in a given set of trials. However, what happens when we observe more or fewer outcomes than expected? In this scenario, we need to calculate the probability of observing a specific number of failures in a set of Bernoulli trials.
Let's assume that the probability of failure is denoted by "p," and the probability of success is denoted by "q." Thus, the expected number of failures in nine Bernoulli trials is given by:
E(X) = np
where n is the number of trials, and p is the probability of failure. In this case, n = 9, and we need to determine the probability of having more than the expected number of failures. This means we are interested in finding the probability of observing at least five failures since the expected number of failures is given by:
E(X) = 9p
If we assume that the probability of failure is 0.5 (i.e., p = 0.5), then the expected number of failures is 4.5 (i.e., E(X) = 9 * 0.5 = 4.5). Therefore, we are interested in finding the probability of observing at least five failures in nine Bernoulli trials.
To calculate this probability, we need to use the binomial distribution formula, which is given by:
[tex]P(X = k) = (^n_k) \times p^k \times q^{n-k}[/tex]
where P(X = k) is the probability of observing k failures in n trials, (n choose k) is the binomial coefficient, which is calculated as n! / (k! (n-k)!), p is the probability of failure, q is the probability of success (i.e., q = 1 - p), and k is the number of failures we are interested in observing.
Using this formula, we can calculate the probability of observing at least five failures in nine Bernoulli trials as follows:
P(X >= 5) = P(X = 5) + P(X = 6) + P(X = 7) + P(X = 8) + P(X = 9)
= (9 choose 5) x 0.5⁵ x 0.5⁴ + (9 choose 6) x 0.5⁶ x 0.5³ + (9 choose 7) x 0.5⁷ x 0.5² + (9 choose 8) x 0.5⁸ x 0.5¹ + (9 choose 9) x 0.5⁹ x 0.5⁰
= 0.2461
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7. 3 You are presented with three coins. You are told that two of them are fair, meaning thatif flipped, they will return heads or tails with a 0. 5 probability. You are also told that one isweighted, and will return heads 0. 8 of the time and tails 0. 2. You pick one coin arbitrarilyand flip it; it returns heads. Calculate the probability that the coin you are holding is theweighted one, given that it returned heads on one flip
The probability of the coin being the weighted one given that it returned heads is 0.8.
P(Weighted | Heads) = ( P(Heads | Weighted) * P(Weighted) ) / P(Heads)
= ( 0.8 * 0.5 ) / 0.5
= 0.8
The probability of the coin being the weighted one given that it returned heads can be calculated using Baye's Theorem. This theorem states that the probability of an event given a condition is equal to the probability of the condition given the event multiplied by the probability of the event divided by the probability of the condition. In this case, the event is the coin being weighted, the condition is the coin returning heads. Therefore, the probability of the coin being the weighted one given that it returned heads is equal to the probability of the coin returning heads given that it is weighted multiplied by the probability of the coin being weighted divided by the probability of the coin returning heads. The probability of the coin returning heads given that it is weighted is 0.8, the probability of the coin being weighted is 0.5, and the probability of the coin returning heads is 0.5. Thus, the probability of the coin being the weighted one given that it returned heads is 0.8.
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consider the equation 4(10^-3x)=18, solve the equation for x. Express the solution as a logarithm in base-10.
The solution of the exponent equation [tex]\rm 4 \times (10^{-3x})=18[/tex] will be negative 0.2177.
What is the solution to the equation?In other words, the collection of all feasible values for the parameters that satisfy the specified mathematical equation is the convenient storage of the bunch of equations.
The equation is given below.
[tex]\rm 4 \times (10^{-3x})=18[/tex]
Simplify the equation, then we have
[tex]\begin{aligned} \rm 4 \times (10^{-3x}) &=18\\\\\rm (10^{-3x}) &=4.5 \end{aligned}[/tex]
Take a log with base 10 on both sides, then we have
- 3x log₁₀ 10 = log₁₀ 4.5
- 3x = 0.6532
x = -0.2177
The solution of the exponent equation [tex]\rm 4 \times (10^{-3x})=18[/tex] will be negative 0.2177.
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Convert 1000000 seconds to hrs, min and seconds
The value of the conversion is;
16, 666. 67 minutes
277.78 hours
What is conversion of units?Conversion of units is described as the conversion between different units of measurement for the same quantity, using the multiplicative factor.
From the information given, we have;
10⁶ seconds
But, we have to take note of;
60 seconds = 1 min
Then 10⁶ seconds = x min
cross multiply
x = 16, 666. 67 minutes
Also,
60 minutes = 1 hour
Then 16, 666. 67 minutes = x
cross multiply
x = 277.78 hours
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In the U.S., shoe sizes are defined differently for men and women, but in Europe, both sexes use the same shoe size scale. The accompanying histogram shows the European shoe sizes of 269 male and female college students, converted from their reported U.S. shoe sizes. What might be the problem with either the mean or the median as a measure of center?
To accurately represent the shoe sizes for men and women separately, it would be better to compute the mean or median shoe size for each group separately and compare them.
The problem with either the mean or the median as a measure of center in this case is that the data is not separated by gender, and the shoe size distributions for men and women are likely to be different. Therefore, computing the mean or median shoe size across all students may not accurately represent the typical shoe size for men or women separately.
For example, if the men in the sample have, on average, larger shoe sizes than the women, then the mean shoe size across all students may be biased towards the larger sizes, even though the majority of the students are women. On the other hand, if there are a few male students with very large shoe sizes, then the median shoe size across all students may be biased towards the larger sizes as well, even if most of the students are women with smaller shoe sizes.
To accurately represent the shoe sizes for men and women separately, it would be better to compute the mean or median shoe size for each group separately and compare them. Alternatively, a better measure of center might be to report the mode, which represents the most common shoe size in the data.
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A, B & C form the vertices of a triangle. ∠ CAB = 90°, ∠ ABC = 36° and AB = 8.6. Calculate the length of AC rounded to 3 SF.
Answer:
AC ≈ 6.25
Step-by-step explanation:
using the tangent ratio in the right triangle
tan36° = [tex]\frac{opposite}{adjacent}[/tex] = [tex]\frac{AC}{AB}[/tex] = [tex]\frac{AC}{8.6}[/tex] ( multiply both sides by 8.6 )
8.6 × tan36° = AC , then
AC ≈ 6.25 ( to 3 SF )
write the set b=1/10 1/100 1/1000 in set builder form
The set builder form of the set b = {1/10, 1/00, 1/1000} is b = {x | x = 1/10ⁿ, where n is a positive integer}
In mathematics, set builder notation is a concise way of describing a set using a rule or a formula.
Let's explore how we can use set builder notation to write the set b={1/10, 1/100, 1/1000}.
To begin, we need to identify the common property that these elements share. In this case, we can observe that each element is a rational number with a power of ten as the denominator. So, we can write the set b as follows:
b = {x | x = 1/10ⁿ, where n is a positive integer}
In this notation, the vertical bar represents "such that" and separates the description of the element from the rule that defines the set. The letter x is a variable that represents any element that satisfies the rule. We use the power of ten as a common property to describe the set b.
In this set builder form, we can see that b is a set of elements that can be expressed as 1/10 to the power of a positive integer. We can also use set builder notation to define other sets with different properties, such as sets of even numbers or sets of prime numbers.
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Evaluate each expression using substitution and order of operations. Show your thinking.
(y + 2)² at y = -4
Answer:
(y+2)^2
= y^2 + 4y + 4
now plug in -4 in y's
=(-4)^2 + 4(-4) + 4
=8-16+4
=-4
The scale of a map says that 3 inches represents 4 miles. What distance on a map represents an actual distance of 9 miles?
Answer: 1.5 inches
Step-by-step explanation:
3. Zaidi says the table does not represent a function because all of the inputs have the same output 20. Is Zaidi correct?
From the table, the conclusion can be made that for any value of the input, the value of the output remains the same. Then the correct option is C.
What is a function?A function is an argument, concept, or regulation that demonstrates an association between two variables. Functions may be located throughout mathematics and are necessary for the expansion of significant linkages.
If the number of values of the variable 'y' is more than one for a given value of 'x', then it is not a function.
The table is given below.
x y
- 5 20
0 20
5 20
10 20
From the table, the conclusion can be made that for any value of the input, the value of the output remains the same. Then the correct option is C.
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The complete question is attached below.
this is just for fun I already know the answer but I will give branly and a lot of points to who ever answers
2+2
Answer:
4
Step-by-step explanation:
Answer: 4
Step-by-step explanation: Because 1+1=2
2+2=4 therefore 2*2 also equal 4 and 2^2= 4
The prices and weights of three boxes of cereal are shown below.
Brand A: $1.99 for 12 ounces Brand B: $2.29 for 16 ounces Brand C: $2.99 for 18 ounces
If you choose among these three boxes, what is the lowest unit price, in dollars, you can pay? If necessary, round your answer to the nearest cent.
Answer:
Brand b
Step-by-step explanation:
brand a is 0.165 per ounce
brand b is 0.143 per ounce
brand c is 0.166 per ounce
Use the Distributive Property to solve each equation.
a. −1/2(b−6)= 5
b. 0.4(x−0.45)= 9.2
c. −4(p−212)=44
please help
The required answers are
a) b = -4
b) x = 23.45
c) p = 201
Distributive Property:The distributive property implies that multiplying a number by the sum of two or more addends yields the same result as dividing the multiplier, multiplying each addend individually, and combining the products . It can be given as,
a (b+c) = d
[tex](a*b) + (a*c) = d[/tex]
Now in the given question,
a) −1/2(b−6)= 5
by distributive property , we have
[tex](\frac{-1}{2} *b)-(\frac{-1}{2}*6 )=5\\\frac{-1}{2}b+3=5\\\frac{-1}{2}b=2\\b=-4[/tex]
b) 0.4(x−0.45)= 9.2
by distributive property , we have
0.4x - 0.4(0.45) =9.2
0.4x -0.18 = 9.2
0.4x = 9.38
x = 23.45
c) −4(p−212)=44
by distributive property , we have
-4p +4 (212) = 44
-4p + 848 =44
-4p = 44 - 848
-4p = -804
p = 201
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What algebraic expression could represent the average of 2x, 3 + x and 6x?
The algebraic expression in simplified form representing the average is 3x + 1.
To solve this question, one must know the formula of average. It is as follows -
Average = sum of the numbers / quantity of numbers
Now, we see that there are 3 expressions in the question. Hence, quantity of numbers will be 3.
Sum of the numbers = 2x + 3 + x + 6x
So, keep the values in formula to find the expression -
Average = 2x + 3 + x + 6x/ 3
Simplifying the expression to find average
Average = 9x + 3/3
Performing division on Right Hand Side of the equation
Average = 3x + 1.
Hence, required algebraic expression is 3x + 1.
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Translate the sentence into an equation.
Seven more than the quotient of a number and 5 is equal to 3.
Use the variable B for the unknown number
Answer: 7 + [tex]\frac{B}{5}[/tex] = 3
Step-by-step explanation:
Its pretty simple, just do as the words say. :) the only issue could be "of a number and 5", so you go in order, letting B be the number, it's B/5
HELP POLSSSSSSSSSSSSSSSSS
Answer: look at the image for the answer and the solution
Step-by-step explanation:
Answer: a^2 b^2 c^2
Step-by-step explanation:
because that is the pythageoran theorem the rule of it is a^2 + b^2 + c^2 so it's right
Katie is 1.62 m tall George is 3cm shorter than Katie how tall is George
megan wants to test her assumption on the amount of sleep students are getting. she decides to focus her efforts on examining if students are getting less than eight hours of sleep. what should megan state for the null hypothesis and alternative hypothesis? a.) null hypothesis: alternative hypothesis: b.) null hypothesis: alternative hypothesis: c.) null hypothesis: alternative hypothesis: d.) null hypothesis: alternative hypothesis:
To state the null hypothesis and alternative hypothesis for Megan's test, we need to know what type of data she will be collecting and what type of test she will be conducting.
Assuming she will be collecting data on the number of hours of sleep students are getting and conducting a one-tailed hypothesis test, the following are possible null and alternative hypotheses:
a.) Null hypothesis: The average amount of sleep students are getting is equal to or greater than eight hours per night.
Alternative hypothesis: The average amount of sleep students are getting is less than eight hours per night.
b.) Null hypothesis: Less than or equal to 50% of students are getting less than eight hours of sleep per night.
Alternative hypothesis: More than 50% of students are getting less than eight hours of sleep per night.
c.) Null hypothesis: There is no difference in the proportion of students getting less than eight hours of sleep between two groups (e.g., males vs. females, freshmen vs. seniors, etc.).
Alternative hypothesis: There is a difference in the proportion of students getting less than eight hours of sleep between two groups.
d.) Null hypothesis: The number of students getting less than eight hours of sleep is equal to or greater than a certain value (e.g., 30%).
Alternative hypothesis: The number of students getting less than eight hours of sleep is less than the specified value.
Note that in each case, the null hypothesis represents the status quo or the default assumption, while the alternative hypothesis represents Megan's research question or hypothesis. The choice of null and alternative hypotheses depends on the research question, the data being collected, and the type of hypothesis test being conducted.
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random sample of 92 sophomores are asked whether they plan to attend Homecoming. Of these, 51 sophomores said they will attend. What is the margin of error at 90% confidence and its interpretation?
0.102; 90% of the time we will capture the true proportion of sophomores who will attend Homecoming within 0.102 of the population proportion
0.085; 90% of the time we will capture the true proportion of sophomores who will attend Homecoming within 0.085 of the population proportion
0.102; we are 90% confident that the true proportion of sophomores who will attend Homecoming is within 0.102 of the sample proportion
0.085; we are 90% confident that the true proportion of sophomores who will attend Homecoming is within 0.085 of the sample proportion
The margin of error at 90% confidence and its interpretation is;
0.085; we are 90% confident that the true proportion of sophomores who will attend Homecoming is within 0.085 of the sample proportion
How to find the margin of error?The margin of error is defined as a term used in statistics to find the confidence interval. It is denoted by E.
The formula for margin of error is;
E = z(√(p(1 - p)/n)
The parameters are given as;
Sample size; n = 92
sample of success; x = 51
Sample proportion; p = 51/92 = 0.554
z at 90% CL = 1.645
Thus;
E = 1.645(√(0.554(1 - 0.554)/92)
E = 0.085
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La fábrica tiene 300 obreros de los cuales 2/3 son hombres. 3/3 trabajadores por la mañana, 1/2 son sindicalizado y 1/6 son personal de confiancia. ¿Cuántos hombres trabajan en la fábrica?_________ ¿Y cuántas mujeres?_______ ¿Cuántos hobreros trabajan por la mañana?__________ ¿Cuántos son sindicalizados?______________ ¿Cuántos son de confianza? AYUDA ES PARA MAÑANA SINO MIS PADRES ME MATAS AYUDA
From the total of 300 workers in the factory :
a. Number of men = 200 and Women = 100
b. Number of workers works in the morning = 225
c. Number of workers unionized are 150.
d. Number of workers trustworthy are 50.
Total number of workers in the factory are 300.
a. Fraction of men in the factory are ( 2/3)
= 2/3 of 300
= 200
Women
= 300 -200
= 100
b. Number of workers in the morning shift are
= 3/4 of 300
= 225
c. Total number of workers unionized
= 1/ 2 of 300
= 150
d. Number of trustworthy workers
= 1/6 of 300
= 50
Therefore, out of 300 workers in the factory answer of the following questions are:
a. Number of men and women work in the factory are 200 and 100 respectively.
b. Number of workers works in the morning is 225.
c. Unionized workers = 150
d. Trustworthy workers = 50.
The above question is incomplete , the complete question is :
The Factory has 300 workers of which 2/3 are men, 3/4 work in the morning, 1/2 are unionized and 1/6 are trusted personnel.
a. How many men work in the factory and how many women?
b. How many workers work in the morning?
c. How many are unionized?
d. How many are trustworthy?
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Write an exponential function in the form y=ab x that goes through points ( 0 , 12 ) and ( 2 , 300 )
The exponential function that goes through points (0,12) and (2,300) is [tex]y = 12(5)^x[/tex].
What is an exponential function?
The formula for an exponential function is f(x) = a^x, where x is a variable and a is a constant that serves as the function's base and must be bigger than 0.
The coordinate points are (0,12) and (2,300).
The exponential function has form [tex]y=ab^x[/tex].
So, the x values are 0,2 and y values are 12,300.
Substitute the first x and y values in the equation -
[tex]12=ab^0[/tex]
a = 12 ...... equation (1)
Substitute the second x and y values in the equation -
300 = ab² ...... equation (2)
Substitute the value of equation (1) in equation (2) -
300 = (12)b²
b² = 300 / 12
b² = 25
b = √25
b = 5
Substitute the values of a and b in exponential function -
[tex]y = 12(5)^x[/tex]
Therefore, the exponential function is [tex]y = 12(5)^x[/tex].
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Use the word bank to complete the statements below.
A reflection over the x-axis.
A vertical stretch by 11 units.
A translation left by 5 units.
A translation up 4 units.
What is reflection over graph?The reflection of a function across the x- or y-axis is another transformation that may be used. In contrast to a horizontal reflection, which reflects a graph horizontally across the y-axis, a vertical reflection reflects a graph vertically across the x-axis.
An illustration of a transformation is a reflection, which flips a shape (referred to as the pre image) over a line (referred to as the line of reflection) to produce a new shape (called the image). Imagine what would happen if you flipped the form over the line in order to graph a reflection.
Here, f(x) = 1/x²
Now, reflect the graph over the x-axis to obtain the graph of:
f(x) = -1/x²
Now, stretch the graph vertically by 11 units to get the graph of:
f(x) = -11/x²
Again, translate the graph left by 5 units to obtain the graph of:
f(x) = - 11 / (x + 5)²
Now, translate the graph up by 4 units to obtain the graph of:
f(x) = 4 - {11 / (x + 5)²}
Hence,
A reflection over the x-axis. A vertical stretch by 11 units. A translation left by 5 units. A translation up 4 units.
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A construction crew needs to pave a road that is 205 miles long. The crew paves 9 miles of the road each day. The length, L (in miles), that is left to be paved after d days is given by the following function
The length, L (in miles), that is left to be paved after d days is given by the following function L = 205 - 9d.
In this function, 205 represents the total length of the road that needs to be paved, and 9 represents the number of miles that the crew paves each day. The variable d represents the number of days that the crew has been working on the road.
To find the length of the road that is left to be paved after a certain number of days, we can substitute the value of d into the function and solve for L. For example, if the crew has been working on the road for 10 days, we can find the length of the road that is left to be paved as follows:
L = 205 - 9d
L = 205 - 9(10)
L = 205 - 90
L = 115
Therefore, after 10 days, the crew still has 115 miles of road left to pave.
This function can be useful for the construction crew to keep track of their progress and plan their work accordingly. It can also be used by project managers and other stakeholders to monitor the project and ensure that it is on track to be completed within the desired timeframe.
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An apple pie is cut into six equal slices. If the diameter of the pie is ten inches, what is the approximate arc length of one slice of pie?
A 1.67 in.
B 3.14 in.
C 5.24 in.
D 13.08 in.
The approximate arc length of one slice of apple pie, when the diameter of the pie is ten inches, is option (c) - 5.24 inches.
We know that the apple pie is cut into 6 equal slices,
therefore, Θ = 360/6 = 60° (for each slice of the apple pie)
then the diameter of the apple pie is, d = 10 inches
from the diameter we can find the radius, r = 10/2 inches = 5 inches
arc length = 0/360 × 2[tex]\pi[/tex]r
we put the values of r and [tex]\pi[/tex] into the equation, we get the following:
= 60/360 × [tex]2\pi[/tex] × 5
= 5.24 inches.
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How to solve this question ??
The number in question is the magic sum of the square. The outcome is the same as if you multiply the three integers in each column together and then add the three products: 8, times 3, 4, 1, 5, 6, 7, and 2 equals 225. This quantity is known as the magic square product.
What is an integers?The term "integer" refers to any number that is not zero, a positive natural number, or a negative integer denoted by a minus sign. Because they are diametrically opposed to their positive counterparts, negative integers are additive.
When representing a group of numbers in mathematical notation, the blackboard bold mathbb Z or boldface Z are frequently used. The word "integer" is pronounced "IN-tuh-jer" and refers to a whole number that can be positive, negative, or zero.
A few examples of integers are -5, 1, 5, 8, 97, and 3,043. Non-integer numbers include the figures -1.43, 1 3/4, and 3.14.
The integers are a collection of all whole numbers and their antipodes. Decimal points and fractions are not included in the set of integers. The numbers 2, 5, 0, 12, 244, 15, and 8 are examples.
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Answer probability question PLSSSSS
Answer:a is 3:9 B is 6:9
Step-by-step explanation:
You and your friend could go to Theater X and each buy an adult ticket, drink, and popcorn, or you and your friend
could rent a video for $3.50, buy a 2 liter of cola for $1.60, and a bag of microwave popcorn for $1.98.
Which situation costs less and by how much?
The second situation costs less by
$16.92How to know the situation that cost lessThe cost of the first situation is
Adult = 8 * 2 = 16
drink = 2 * 2 = 4
popcorn = 2 * 2 = 4
Total = $24
Second situation
rent a video = $3.50
buy a 2 liter of cola = $1.60
a bag of microwave popcorn = $1.98.
Total = $7.03
The second situation costs less by
$24 - $7.03
= $16.92
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The Venice flagpole is 27 feet tall.
Myrna Loy's outstretched fingertip is 18 feet above the ground.
If a 24 foot long wire is stretched between the top of the flagpole and Myrna's fingertip, how far is Myrna's fingertip from the top of the flagpole?
Draw a diagram, then solve for the missing side. Round your answer to the nearest tenth.
Answer:
Step-by-step explanation:
I probalby am not reading the question correctly, but it seems be be asking the distance between Myrna's fingertip (18 feet above the ground!) and the top of the 27' foot flagploe. We are not told where Myrna is standing, nor how she got her fingertip 18 feet high. Since we are asked for a diagram, I did the best I could, not knowing much about Myrna other than she must be tall. On her behalf, I assumed Myrna was directly under the flagpoe. As shown in the attached diagram, her fingertip is 9 feet below the top of the flagpole.
If the 24 foot wire is stretched all the way (i.e., it takes 24 feet to reach Myrna's fingertip), then she is not standing directly below the flagpole. But this isn't clear in the problem. In any event, if the question is how far she is from the very top of the flagpole from where she is standing, it would be the 24 foot lenght of the wire connecting her to the top of the flagpole. If the question just wants the vertical distance, then it is 9 feet.
If she is standing away from the flagpole, then a diagram would appear roughly as follows:
x
x s
x 27' s 24'
x s
x ----------z-------------- y
x y
x y 18'
x ----------z-------------- y
flagpole Myrna
The distance z is calculated using the Pythagorean Theorem in the top triangle. The left side is (27'-18') or 9'. The hypotenuse is 24'.
z^2 + 9^2 = 24^2
z = 22.2 feet.
