pls help 20 pts and pls show work

Answer: 8 cubic inches

Step-by-step explanation:

Answer:

Volume of cube = length x width x height

V = 2x2x2

V = 8

Therefore, the volume of the box is 8 inches long.

Therefore, the length of the other side of Ross's garden is approximately 13.7 feet.

A rectangle is a four-sided flat shape with four right angles (90-degree angles) between opposite sides. It is a type of quadrilateral, which means it has four sides. In a rectangle, the opposite sides are equal in length and parallel to each other, which makes it different from a square, where all sides are equal in length. The area of a rectangle can be found by multiplying the length by the width, and the perimeter can be found by adding up the lengths of all four sides.

Here,

Let the length of the other side of the garden be x feet.

Using the Pythagorean theorem, we have:

x² + 30² = 33²

Simplifying the equation:

x² = 33² - 30² = 1089 - 900

= 189

Taking the square root of both sides:

x = √189 ≈ 13.7 feet

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Answer:

[tex]\large\boxed{\textsf{Option B. Right Scalene Triangle.}}[/tex]

Step-by-step explanation:

[tex]\textsf{For this problem, we are asked which triangle has no equal sides and a right angle.}[/tex]

[tex]\textsf{Let's review the types of triangles, according to the options.}[/tex]

[tex]\large\underline{\textsf{What is an Isosceles Triangle?}}[/tex]

[tex]\textsf{An Isoceles Triangle is a triangle that has \underline{2 congruent sides}.}[/tex]

[tex]\textsf{Option A is incorrect.}[/tex]

[tex]\large\underline{\textsf{What is a Right Scalene Triangle?}}[/tex]

[tex]\textsf{An Isoceles Triangle is a triangle that has \underline{no congruent sides} and has \underline{1 right angle}.}[/tex]

[tex]\boxed{\textsf{Option B is correct.}}[/tex]

[tex]\large\underline{\textsf{What is a Right Isosceles Triangle?}}[/tex]

[tex]\textsf{A Right Isoceles Triangle is a triangle that has \underline{2 congruent sides}. and 1 right angle}[/tex]

[tex]\textsf{Option C is incorrect.}[/tex]

[tex]\large\underline{\textsf{What is a Right Triangle?}}[/tex]

[tex]\textsf{A Right Triangle is a triangle that has \underline{1 right angle}.}[/tex]

[tex]\textsf{We're not sure how many equal sides this triangle has as it can be none, or 2.}[/tex]

[tex]\textsf{Option D is incorrect.}[/tex]

The answer is C

The probability that the number of heads would take a value within one standard deviation from the mean is 0.6826. This can be found by using the normal approximation to binomial probabilities.

First, we need to find the mean and standard deviation of the binomial distribution. The mean of a binomial distribution is given by np, where n is the number of trials and p is the probability of success. In this case, n = 100 and p = 0.5 (since it is a fair coin), so the mean is 100 * 0.5 = 50.

The standard deviation of a binomial distribution is given by √(np(1-p)). In this case, the standard deviation is √(100 * 0.5 * (1-0.5)) = √(25) = 5.

Now, we can use the normal approximation to find the probability that the number of heads is within one standard deviation from the mean. This is equivalent to finding the probability that the number of heads is between 45 and 55 (since the mean is 50 and the standard deviation is 5).

Using the normal approximation, we can find the z-scores for 45 and 55:

z = (x - μ) / σ

z1 = (45 - 50) / 5 = -1

z2 = (55 - 50) / 5 = 1

Now, we can use a z-table to find the probability that the number of heads is between 45 and 55. The probability that the number of heads is less than 55 is 0.8413, and the probability that the number of heads is less than 45 is 0.1587. So, the probability that the number of heads is between 45 and 55 is 0.8413 - 0.1587 = 0.6826.

Therefore, the answer is C. 0.6826.

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Answer:

Multiply the numerator and denominator by the conjugate.

a with a small 3 b with a small 5 and check under it will be a small a and small b

Step-by-step explanation:

The numbers are 4 and 5, as their difference is -1 and adding 2 times the first to 3 times the second results in 13.

To solve the problem, we can start by using algebra. Let x be the first number and y be the second number. Then we can write two equations based on the given information:

We can solve this system of equations by substituting x - 1 for y in the second equation, which gives:

Simplifying this equation, we get:

Adding 3 to both sides, we get:

Dividing both sides by 5, we get:

Now that we know x, we can use the first equation to find y:

Adding y to both sides, we get:

Subtracting 4 from both sides, we get:

Therefore, the first number is 4 and the second number is 5, which satisfies both equations.

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Expanding the left-hand side, we have:

(px + 4) (9x + 3) = 9px^2 + 3(4p + 9)x + 12

Comparing this to the right-hand side, we see that we must have:

9p = 18 (to get the x^2 term on the right)

4p + 9 = r (to get the x term on the right)

The first equation gives us p = 2, and substituting into the second equation gives us:

4(2) + 9 = r

r = 17

So one possible value of r is 17. To find the other, we use the fact that p + q = 9. Substituting p = 2, we have:

2 + q = 9

q = 7

Now we can use the same equation as before to find the other value of r:

4(2) + 9 = r

r = 17

So the two possible values of r are 17 and 17.

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Answer:

To find the answer / The result you get from adding numbers

Step-by-step explanation:

when you have a problem with two or more numbers being added your answer / result to the question would be called the Sum rather then an answer

The slope of a line perpendicular to the line whose equation is 3x+y=8 is 1/3.

The slope of a line perpendicular to the line whose equation is 3x+y=8 can be found by first finding the slope of the given line and then taking the negative reciprocal of that slope.

To find the slope of the given line, we can rearrange the equation to solve for y:

3x+y=8

y=-3x+8

Now we can see that the slope of the given line is -3. To find the slope of a line perpendicular to this one, we take the negative reciprocal of -3, which is 1/3.

Therefore, the slope of a line perpendicular to the line whose equation is 3x+y=8 is 1/3.

Answer: 1/3

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Answer:

To determine whether the given triangle is a right triangle, we can apply the Pythagorean theorem, which states that in a right triangle, the square of the length of the hypotenuse (the longest side) is equal to the sum of the squares of the lengths of the other two sides.

Let's label the sides of the triangle as follows:

side a = 40 inches

side b = 75 inches

side c = 85 inches (the longest side)

Now we can apply the Pythagorean theorem:

c^2 = a^2 + b^2

85^2 = 40^2 + 75^2

7225 = 1600 + 5625

7225 = 7225

Since the equation is true, we can conclude that the given triangle is a right triangle.

Answer: yes

Step-by-step explanation:

To test if this is a right triangle, let's test these side lengths with the Pythagorean Theorem.

a^2 + b^2 = c^2

c is the hypotenuse, the longest side of a right triangle.

a and b are the legs of the right triangle.

40²+75²=85²

1600+5625=7225

7225=722

Answer:

Step-by-step explanation:

31 degreese

add 59 with 90 you get 149 then you subtract 149 with 180 a

nd then get 31

The result is the mean of 3.9 miles and median of the team's distances is 3.5 miles.

Mean and median are two ways to measure the center of a set of numbers. Mean is the average of all the numbers in the set, while median is the middle number in the set. Mean is more affected by extreme values, while median is not. Mean is generally used when data is normal, and median when data is skewed.

Mean and median are both measures of central tendency, or measures of the center of a data set. Both measures are used to summarize a data set, but the mean is more affected by outliers, or extreme values, while the median is not.

The mean of the team's distances is 3.9 miles, and the median is 3.5 miles. To calculate the mean, add all the distances together (3.5 + 2.5 + 4 + 3.25 + 3 + 4 + 6) and divide by the number of distances (7). The result is the mean of 3.9 miles. To calculate the median, first order the distances from least to greatest (2.5, 3, 3.25, 3.5, 4, 4, 6) and take the middle number (3.5). The median of the team's distances is 3.5 miles.

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Area of the triangle ≈ 7.5 (to the nearest tenth).

To find the area of the triangle given its side lengths, we will use Heron's formula:

s =(a + b + c)/2

A = sqrt(s(s-a)(s-b)(s-c))

where s is the semiperimeter of the triangle, and A is the area of the triangle.

For the given triangle, we have:

a = 3

b = 5

c = 6

The semiperimeter s can be calculated as:

s = (a + b + c) / 2 = (3 + 5 + 6) / 2 = 7

Using this value of s, we can apply Heron's formula to find the area A:

A = √(s(s-a)(s-b)(s-c))

= √(7(7-3)(7-5)(7-6))

≈ 7.48

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Answer:

Step-by-step explanation:

A line that is parallel to the first line will have the same slope, so:

m = -3

X1 and y1 are basically the coordinates where the new line intersects, which is x1 = -1, and y1 = 6

Point-slope form:

y - 6 = -3(x - (-1))

y-6 = -3(x+1)

Slope-intercept form:

y - 6 = -3x - 3

y = -3x + 3

Hope this helps!

Answer:

Step-by-step explanation:

(-1,6) + (-3x + 4) = (-4x,10). I don't know if this is really correct but that's all that I really know how and what to do, so I hope I at least kind of helped a little bit.

Answer:

Step-by-step explanation:

alternate interior angles

More formally:

If two lines and a transversal form alternate interior angles that are congruent, then the two lines are parallel (Since ∠1 = ∠4)

Answer: Alternate Interior Angles Converse

Step-by-step explanation:

If two lines are cut by a transversal so the alternate interior angles are congruent, then the lines are parallel.

Step-by-step explanation:

Use the Pythagorean Identity

[tex] \cos {}^{2} ( \frac{x}{2} ) = 1 - \sin {}^{2} ( \frac{x}{2} ) [/tex]

Answer:

Step-by-step explanation:

The quadratic formula = (- b ± √b² - 4ac) / 2a

Plug in values:

((4) ± √(-4)² - 4(-5)(2)) / 2(-5)

Simplify:

((4) ± √(-4)² - 4(-10)) / 2(-5)

((4) ± √16 + 40) / 2(-5)

((4) ± √56) / -10

x = -2/5 ± (-1/10)√56

x ≈ -1.1483 and 0.3483

Hope this helps!

The expression when evaluated is p^21/200

From the question, we have the following parameters that can be used in our computation:

[tex]5^{-2} x 125 x p^{15} / 10^{3} x p^{-6}[/tex]

Express properly

So, we have the following representation

(5^-2 * 125 * p^15)/(10^3 * p^-6)

Evaluate the products of common factors

This gives

(5 * p^15)/(10^3 * p^-6)

Apply the law of indices

(5 * p^21)/10^3

So, we have

5p^21/1000

Divide 5 and 1000 by 5

p^21/200

Hence, the expression is p^21/200

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Complete Question

Evaluate the expression:

[tex]5^{-2} x 125 x p^{15} / 10^{3} x p^{-6}[/tex]

a) The factor in this experiment would be the use of a parachute during skydiving.

b) The experimental units would be individuals who are participating in skydiving.

c) A placebo for this study would be a dummy or fake parachute that is identical in appearance to a real parachute, but does not actually function as a parachute.

d) The treatments would be the use of a real parachute and the use of the placebo or fake parachute.

e) The response variable would be the incidence of injury or death during the skydiving experience.

f) Some sources of variability that would be controlled include

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Answer:

Step-by-step explanation:

Given: [tex]f(x)=x^{2} -3x - 8[/tex]

To find:

a) f(8)

To find f(8), replace x with 8 in f(x)

[tex]f(8) = 8^{2} -3(8) -8 = 32[/tex]

b)  f(x+9)

To find f(x+9), replace x with x +9 in f(x)

[tex]f(x+9) = (x +9)^{2} -3(x +9) -8 = x^{2} +18x+81-3x-27-8=x^{2} +15x+46[/tex]

c) f(-x)

To find f(-x), replace x with -x in f(x)

[tex]f(x)=(-x)^{2} -3(-x) - 8 =x^{2} +3x-8[/tex]

This is how we simplify these expressions.

For the functiοn, the range is deduced tο be [-2, 5].

What is the range of data?

The range οf data is defined as a measure of the difference between the maximum value of data and the minimum value οf data.

The rangeοf a graph refers to the set of all possible output values, or the y-values, οf the function represented by the graph.

The given range of −2 ≤ x ≤ 5 actually represents the domain of the function, or the set οf all possible input values, or the x-values, fοr which the function is defined.

Sο, the range can also be written as [-2, 5] for the given set of data.

Therefore, the range is οbtained as [-2, 5].

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The board has a length of one board foot.

A thing's length has been its breadth or size calculated from the ends to the ends. In other words, it is the larger of an object's higher or lower geometric dimensions. For instance, a rectangle's dimensions are given by its length and breadth.

When describing an organism's size or the distance between two locations, the word "length" is often employed. For instance, the length of the a ruler is revealed in the table below.

Given that the board is [tex]4/4*12*12[/tex]

BF = (thickness in inches x width in inches x length in inches) / [tex]144[/tex]

BF = (1 inch x 12 inches x 12 inches) / 144

BF = 144 cubic inches / 144

BF = 1 board foot

Therefore, the board is 1 board foot in size.

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The hypothesis of this research is that there is a positive correlation between the independent variables (hours slept on the night of the test, hours spent studying the week before the test, and student's IQ) and the dependent variable (test scores). As such, the null hypothesis states that there is no relationship between the independent variables and the dependent variable, while the alternative hypothesis states that there is a relationship between the independent variables and the dependent variable. Symbolically, this can be written as:

H0: There is no relationship between the independent variables and the dependent variable

H1: There is a relationship between the independent variables and the dependent variable

Given the hypothesis, the independent variable (number of hours of sleep, number of hours spent studying, and IQ) are quantitative and discrete, and the dependent variable (test scores) is ratio, an f test is the most appropriate statistical test to use. An f test will allow us to compare the independent variables to see if there is a statistically significant difference between the independent variables and the dependent variable. By using an f test, we can determine if the independent variables are actually associated with the dependent variable and how strong that association is.

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Both models assume that the tax expenditures are $5000 on January 1st, 2000.

The accountant is using two different models to estimate the tax expenditures for the small business. Both models assume that the tax expenditures are $5000 on January 1st, 2000. The accountant wants to estimate the tax expenditures, e, in thousands of dollars t years after January 1st, 2000.

Let's call the two models Model 1 and Model 2. Model 1 assumes that the tax expenditures increase by a fixed amount every year. Let's call this fixed amount a. Therefore, the tax expenditures, e, under Model 1 can be represented by the equation:

e = 5000 + at

Model 2 assumes that the tax expenditures increase at a constant percentage rate every year. Let's call this percentage rate r. Therefore, the tax expenditures, e, under Model 2 can be represented by the equation:

e = 5000(1 + r)ˣ

Now, let's substitute t = 0 into both equations to find the value of e on January 1st, 2000.

For Model 1:

e = 5000 + a(0) = 5000

For Model 2:

e = 5000(1 + r)⁰ = 5000

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If both a and b are positive numbers and (b)/(a) is greater than 1, then a-b will be negative.

This is because when (b)/(a) is greater than 1, it means that b is greater than a. So when you subtract a from b, you will get a negative number.

For example, let's say a = 2 and b = 5.

(b)/(a) = (5)/(2) = 2.5, which is greater than 1.

So when we subtract a from b, we get:

b - a = 5 - 2 = 3, which is a positive number.

But when we subtract b from a, we get:

a - b = 2 - 5 = -3, which is a negative number.

Therefore, if both a and b are positive numbers and (b)/(a) is greater than 1, then a-b will be negative.

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The sum of A, B, and C is : A = [1, 3], B = [3, 11], C = [13, 4], ABC = [1+3, 3+11, 13+4] = [4, 14, 17]. Therefore, ABC is equal to [4, 14, 17].

To explain in more detail, A represents the set of numbers [1, 3], B the set of numbers [3, 11], and C the set of numbers [13, 4]. Adding all the elements of each set together gives the sum of A, B, and C as [4, 14, 17]. Adding along with mentioning the values together by putting commas in between them is a way to represent the values.

The representation of  set of numbers is always crucial in determining the value of entire set. In computation we add and then multiply the values given inside the set. In order to get a computed value of the set.

A = [1 3), B = 3 11, and c = 13 4. ABC can be computed by the given formula: ABC = AB + BCAB = 1 * 3 + 3 * 4 + 13 * 0 = 3 + 12 + 0 = 15 BC = 3 * 11 + 4 * 1 + 0 * 13 = 33 + 4 + 0 = 37. So, ABC = AB + BC = 15 + 37 = 52. Therefore, the value of ABC is 52.

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Yes

Yes, \( W \) is a subset of \( R^{2} \) since it consists of vectors of the form
\[ \mathbf{x}=\left[\begin{array}{l} x_{1} \\ x_{2} \end{array}\right] \]. Therefore, for Exercises \( 1-8 \), the answer is yes.

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We can infer from the results that Overall, students are less interested in reading magazines than comics.

A random sample is a portion of a larger population that is selected so that each person has an equal probability of being included in the sample. In statistics and scientific research, random sampling is a frequent practise since it helps to guarantee that the sample is representative of the population as a whole and reduces the possibility of bias. There are several ways to choose random samples, such as cluster sampling, stratified random sampling, and basic random sampling. The required sample size is dependent on a number of variables, including the population's size, the level of accuracy wanted, and the population's amount of variability.

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Therefore, the result of the division 2x^(4)+10x^(3)+8x^(2)+x+24 divided by x+2 using synthetic division is 2x^(3)+6x^(2)+4x-6+(36)/(x+2).

To use synthetic division to find the result of the given polynomial division, we need to follow these steps:

1. Write the coefficients of the dividend polynomial in a row: 2 10 8 1 24
2. Write the constant term of the divisor with the opposite sign in front of the row: -2 | 2 10 8 1 24
3. Bring down the first coefficient: -2 | 2 10 8 1 24
         -----------
            2
4. Multiply the first coefficient by the divisor's constant term and write the result under the second coefficient: -2 | 2 10 8 1 24
         -----------
            2 -4
5. Add the second coefficient and the result from step 4: -2 | 2 10 8 1 24
         -----------
            2  6
6. Repeat steps 4 and 5 for the remaining coefficients: -2 | 2 10 8 1 24
         -----------
            2  6  4 -6
7. The last number in the row is the remainder. If it is 0, the division is exact. If not, we need to express the result in the form: quotient + (remainder)/(divisor)

In this case, the quotient is 2x^(3)+6x^(2)+4x-6 and the remainder is 36. So the result of the division is:
2x^(3)+6x^(2)+4x-6+(36)/(x+2)

Therefore, the result of the division 2x^(4)+10x^(3)+8x^(2)+x+24 divided by x+2 using synthetic division is 2x^(3)+6x^(2)+4x-6+(36)/(x+2).

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