PLS HELP!!

Will give brainliest!!

Answer:

A = 600 ft²

Step-by-step explanation:

Area of a triangle = (1/2) · b · h

↓ plugging in the given values (noting that the base is actually at the top of the triangle)

A = (1/2) · 40 · 30

↓ multiplying

A = 20 · 30

A = 600 ft²

Step-by-step explanation:

See image:

( the picture is cut off , so I cannot tell the units....If each square is 10 feet then it would be

 600 ft^2)

The vertex form of the given function reveals that a = 1, h = -1, and k = 2 are true. Hence, the vertex's coordinates are (-1, 2).

A function is a mathematical rule that gives each input value a distinct output value. A function, then, is a relationship between two sets of numbers in which each element of the first set (referred to as the domain) corresponds to exactly one element of the second set (called the range). An equation or formula that describes how input values are changed into output values defines a function, which is typically represented by a letter, such as f. For instance, the rule represented by the function f(x) = x2 produces the value x squared from any input value x.

given

We must finish the square and rewrite the function in vertex form in order to determine the vertex's coordinates for the provided function, y = x2 + 2x + 3.

y = x² + 2x + 3

y = (x + 1)² - 1 + 3 (completing the square)

y = (x + 1)² + 2 (simplifying) (simplifying)

A quadratic function's vertex form is denoted by y = a(x - h)2 + k, where (h,k) denotes the vertex's coordinates.

The vertex form of the given function reveals that a = 1, h = -1, and k = 2 are true. Hence, the vertex's coordinates are (-1, 2).

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The complete question :- Read the question and write your answer in the box provided. Your answer will be saved

Consider the function:

y = x² + 2X +3

What are the coordinates of the vertex of the given function?

Answer:

1/4

Step-by-step explanation:

Answer:1.98

Step-by-step explanation: I know

Answer:

1 ft squared

Step-by-step explanation:

area = base x height / 2

2/3 x 3  = 2/2=1

Demarcus would need to recruit a total of 300 people for his study.

To determine this, you can follow these steps:

1. Identify the number of conditions in the factorial design. In this case, it is a 3 x 2 design, which means there are 6

conditions (3 levels of one factor multiplied by 2 levels of the other factor).

2. Determine the number of participants needed for each condition. Demarcus needs 50 people in each condition.

3. Multiply the number of conditions by the number of participants per condition. In this case, 6 conditions x 50

participants per condition = 300 total participants.

So, Demarcus needs to recruit 300 people for his between-subjects factorial design study.

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Answer:

Step-by-step explanation:

We can use the midpoint formula to find the coordinates of the other endpoint of AB. The midpoint formula is:

where M is the midpoint of AB, (x1, y1) are the coordinates of one endpoint of AB (in this case, A), and (x2, y2) are the coordinates of the other endpoint of AB (which we are trying to find).

Substituting the given values:

Solving this system of equations for x2 and y2, we get:

-8 + x2 = 2(5) = 10 (multiplying both sides by 2)4 + y2 = 2(-9) = -18 (multiplying both sides by 2)

Adding 8 to both sides of the first equation, and subtracting 4 from both sides of the second equation, we get:

Answer:

20.50

Step-by-step explanation:

2.5/100 * 820.00

= 20.50

The answer is s=√225 in. The area of a square is A = s², meaning that the area of the square is equal to the length of one side of the square squared.

A four-sided polygon with all sides equal in length. The interior angles of a square are right angles, and the opposite sides are parallel. The four sides of a square meet at its four vertices.

In this case, s is the side length.

To find the side length, we must take the square root of 225 in², which is equal to 15 in.

Therefore, the side length of the square is s=√225 in.

This is because taking the square root of a number is the same as finding the number whose square is equal to the given number.

In this case, the number whose square is equal to 225 in² is 15 in.

Hence, the side length of the square is s=√225 in.

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a) Histogram for first , second and third data set is present in first, second and third above figure and it shows data is

left-skewed, symmetric and right-skewed.

b) Sample means for first, second and third data set are 14.96667, 20.83, 41.3 respectively. Sample medians for first, second and third data set are 15.5, 21, 39.5 respectively. Yes, they support our findings about skewness and symmetry.

We have three data sets of probability and statistics for computer scientists are present below, (1) 19, 24, 12, 19, 18, 24, 8, 5, 9, 20, 13, 11, 1, 12, 11, 10, 22, 21, 7, 16, 15, 15, 26, 16, 1, 13, 21, 21, 20, 19

(2) 17, 24, 21, 22, 26, 22, 19, 21, 23, 11, 19, 14, 23, 25, 26, 15, 17, 26, 21, 18, 19, 21, 24,

18, 16, 20, 21, 20, 23, 33

(3) 56, 52, 13, 34, 33, 18, 44, 41, 48, 75, 24, 19, 35, 27, 46, 62, 71, 24, 66, 94, 40, 18, 15, 39, 53, 23, 41, 78, 15, 35

a) Histogram is defined as a bar graph like representation of data that buckets a range of classes into columns along the horizontal x-axis.

From the above histogram, the data looks left-skewed.

From the above histogram, data looks like almost symmetric.

From the above histogram, the data looks right-skewed.

b) Sample mean and median :

As we see here data values are larges in count. So, for making the process easy we can use Excel command.

= mean(x₁ column) , output 14.96667

= median(x₁column) = 15.5

Now, Mean < Median => Data is left - skewed. Similarly, mean(x₂ column ) = 20.83333 and median(x₂ column) = 21

Mean = 20.83

Median = 21

Mean ≈ Median => Data is symmetric. input : = mean(x₃) ; output : 41.3

input : = median(x₃) ; output: 39.5

Mean = 41.3

Median = 39.5

Mean > Median => Data is right - skewed.

Based on the above calculations, we conclude that scenario 1 ( that is histogram method) has lesser cost and is preferable.

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The area of wrapping paper required by Gabriella to wrap a gift box in the shape of rectangular prism is 718 ft².

What is area?

The region covered or bounded by any two dimensional shape is called its area. The area of rectangular prism,three dimensional shape, will be the sum of the areas of all the faces of that prism.

Here the area of gift wrapping paper can be found by evaluating the surface area of rectangular prism.

Area of wrapping paper= Area of all six faces of rectangular prism

                                      =Area of Surface₁ +Surface₂+Surface₃+ Surface₄ + Surface₅ + Surface₆

Dimensions of Surface₁: Length=13 ft , Width= 11 ft

Area of Surface₁= Length x Width

                          = 13 x 11

                          = 143 sq. ft

Dimensions of Surface₂: Length=13 ft , Width= 9 ft

Area of Surface₂= Length x Width

                          = 13 x 9

                          = 117 sq. ft

Dimensions of Surface₃: Length=13 ft , Width= 11 ft

Area of Surface₃= Length x Width

                          = 13 x 11

                          = 143 sq. ft

Dimensions of Surface₄: Length=13 ft , Width= 9 ft

Area of Surface₄= Length x Width

                          = 13 x 9

                          = 117 sq. ft

Dimensions of Surface₅: Length=11 ft , Width= 9 ft

Area of Surface₅= Length x Width

                          = 11 x 9

                          = 99 sq. ft

Dimensions of Surface₆: Length=11 ft , Width= 9 ft

Area of Surface₆=  Area of Surface₅= 99 sq. ft

Total Area of paper=Sum of all areas of six faces

                               =143+117+143+117+99+99

                               =718 sq. ft

718 ft² wrapping paper is required to wrap the gift.

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Refer to the attachment below indicating the numbered faces.

Answer:

the probability of drawing two 2 purple jelly without replacement is 1/10

Answer:

Step-by-step explanation:

Let's first find the total volume of clay used for the cone and the sphere:

For the cone, we need the formula for the volume of a cone: Vcone = (1/3)πr^2h, where r is the radius of the base and h is the height.

Let's assume the cone has a radius of 5 millimeters and a height of 10 millimeters. Then, the volume of the cone is:

Vcone = (1/3)π(5^2)(10) = (1/3)π(250) = 83.33 cubic millimeters (rounded to two decimal places)

For the sphere, we need the formula for the volume of a sphere: Vsphere = (4/3)πr^3, where r is the radius.

Let's assume the sphere has a radius of 4 millimeters. Then, the volume of the sphere is:

Vsphere = (4/3)π(4^3) = (4/3)π(64) = 268.08 cubic millimeters (rounded to two decimal places)

The total volume of clay used for the cone and the sphere is:

Vcone + Vsphere = 83.33 + 268.08 = 351.41 cubic millimeters (rounded to two decimal places)

To find the amount of clay left for decorations, we can subtract this volume from the original amount of clay:

2000 - 351.41 = 1648.59 cubic millimeters (rounded to two decimal places)

Therefore, Walter has 1648.59 cubic millimeters of clay left for decorations.

The length of the ramp (y) is C. 36.9 feet

We can use trigonometry to find out the answer. Here we have given the opposite side length and the angle of elevation. Hence we can use the trigonometric ratio of tangent.

Let's see the steps for solving the problem.

Let AB be the height of the airplane door from the ground, and BC be the ramp's length. Also, let angle BAC be the angle of elevation of the ramp from the ground.

So,angle BAC = 31°andAB = 19 feet.

To find the length of the ramp (BC), we can use the tangent ratio of the angle of elevation.

tan θ = perpendicular/base

Here, the perpendicular is AB and the base is BC.tan 31° = AB/BC

Now, substitute the given values in the equation.

tan 31° = 19/BC

1/√3 = 19/BC

√3 = 19/BC

BC = 19/√3 feet [dividing both sides by √3]

We need to simplify the above answer.

We can multiply and divide the numerator by √3.BC = 19/√3 * √3/√3BC = 19√3/3

Therefore, the length of the ramp is BC = 19√3/3 feet.

Hence, the correct option is (C) 36.9 feet.

The question was incomplete, Find the full content below:

An airplane door is 19 feet off the ground and the ramp has a 31 angle of elevation. What is the length of the ramp (y)?

A. 31.6 feet

B. 22.2 feet

C. 36.9 feet

D. 9.8 feet

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Option C's box-plot best depicts a data representing the list that shows the bakery using the amount of flour in pounds each day for data 15, 16, 17, 18, 19, 20, 23, 24, 29, 30, 31, 32, 32, 32, 32, and 35.

What exactly is a box plot?

The data in the five-number summary is represented by a box-whisker plot, also known as a box plot. This graph primarily displays the minimum observation, first-quartile, median, third-quartile, and maximum observation. A box is used to depict the first to third quartiles in a box plot. At the median, a vertical line segment goes through the box. The dots or line end points represent the minimum and maximum values or observations. The whisker represents the median of the data.

The following information is provided: 15,16,17,18,19,20,23,24,29,30,31,32,32,32,32,32,32,32,32,32,32,32,32,32,32,32,32,32,32

          1)Observation minimum=15

2)The maximum number of observations is 35.

3)The data's median:

Because the number of observations is even, the median will be the average.N=total number of observations

The median is the average or mean of the eighth and ninth observations.

          = average of 24 and 29

         =

         =26.5

Median=26.5

4)First Quartile (Q1): the mean of the observations prior to the median.

                            =average of the first to seventh observations

                            = average of 15, 16, 17, 18, 19, 20, and 23

                            =

                            =18.28

5)Third quartile (Q3): Observational mean after median

                               =mean of the tenth to sixteenth observations

                              =average of 30, 31, 32, 32, 32, 32, 32, 32, 32, 32, 32, 32, 32, 32, 32, 32, 32

                              =

                              =32

Q3-Q1 interquartile range (IQR)

                                      =32-18.28

                                      =13.72

Option-C contains a box plot that matches all of the values.

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The solution to the inequality 6x - 11 > 67 is x > 13.

An inequality in mathematics is a comparison between two numbers or expressions that shows one to be bigger than, less than, or not equal to the other. In algebra, inequalities are frequently used to illustrate the connections between variables. Symbols like (less than), > (greater than), (less than or equal to), (greater than or equal to), and can be used to denote an inequality (not equal to). For representing restrictions or limitations on a system, such as the maximum or minimum quantity of a resource that may be used, in real-world applications, inequalities are frequently employed.

The given inequality is:

6x−11>67

Adding 11 to both sides, we get:

6x > 78

Dividing both sides by 6, we get:

x > 13

Hence, the solution to the inequality 6x - 11 > 67 is x > 13.

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Answer:

Step-by-step explanation:

x = pounds of gralic powder

x + 7 = pounds of medieval smelling salt

(.38)(x) + (7)(.44) = (x + 7)(.40)

.38x + 3.08 = .40x + 2.80

.38x - .38x + 3.08 = .40x - .38x + 2.80

3.08 = .02x + 2.80

3.08 - 2.80 = .02x + 2.80 -2.80

.28 = .02x

.28/.02 = .02x/.02

14 = x

use 14 pounds of garlis powder

[tex]sin(40) = BC/10[/tex][tex]sin(40) = BC/10[/tex]Distance from Centroid to Midpoint of AB ≈ 2.5 cm. Therefore, the measurements of the centroid and the medians of the triangle have been calculated and confirmed using a ruler. The diagram of the triangle with the measurements.

To find the centroid of a right triangle ABC with angle A = 40 degrees and AB = 10 cm, we first need to find the lengths of the other sides of the triangle. Let's call the length of BC as x and the length of AC as y.

Using trigonometry, we can find that:

[tex]sin(40) = BC/10[/tex]

[tex]BC = 10*sin(40)[/tex]

BC ≈ 6.427 cm

[tex]cos(40) = AC/10[/tex]

[tex]AC = 10*cos(40)[/tex]

AC ≈ 7.664 cm

Now that we have the lengths of all three sides of the triangle, we can find the coordinates of the centroid. The centroid is the point where the three medians of the triangle intersect, and each median passes through a vertex of the triangle and the midpoint of the opposite side.

To find the centroid, we first find the midpoint of each side of the triangle:

[tex]Midpoint of AB = (0, 5)[/tex]

[tex]Midpoint of AC = (3.832, -1.864)[/tex]

[tex]Midpoint of BC = (-3.832, -1.864)[/tex]

Next, we find the coordinates of the centroid by averaging the coordinates of the three vertices:

[tex]Centroid = ((0+3.832-3.832)/3, (5-1.864-1.864)/3)[/tex]

[tex]Centroid = (0, 0.424)[/tex]

To confirm that the measurements of the centroid are correct, we can measure the distances from the centroid to the vertex and to the midpoint of the opposite side for all three medians. These distances are known as the medians of the triangle.

The median from vertex A passes through the centroid and the midpoint of BC. The distance from the centroid to vertex A is one-third the length of this median. Using the distance formula, we can find that:

[tex]Distance from Centroid to A = \sqrt((0-0)^2 + (0.424-0)^2)[/tex]

Distance from Centroid to A ≈ 0.424 cm

The distance from the centroid to the midpoint of BC is also one-third the length of the median from vertex A. The midpoint of BC is (-3.832/2, -1.864/2) = (-1.916, -0.932). Using the distance formula, we can find that:

[tex]Distance from Centroid to Midpoint of BC = \sqrt((0-(-1.916))^2 + (0.424-(-0.932))^2)[/tex]

Distance from Centroid to Midpoint of BC ≈ 2.532 cm

We can use similar methods to find the distances from the centroid to the vertices and midpoints of the other sides of the triangle. The final measurements and diagram are shown below:

Distance from Centroid to A ≈ 0.424 cm

Distance from Centroid to Midpoint of BC ≈ 2.532 cm

Distance from Centroid to B ≈ 2.532 cm

Distance from Centroid to Midpoint of AC ≈ 3.508 cm

Distance from Centroid to C ≈ 3.608 cm

Distance from Centroid to Midpoint of AB ≈ 2.5 cm

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The required probability of occupying seats at the end of the row by April and Bobby is equals to 0.0333( approximately ).

Number of chairs in a row =  5

April and Bobby need to occupy the two end chairs.

The other two people, Bill and Candace, can sit in any of the 3 remaining chairs.

The total number of ways to seat the 4 people in the 5 chairs is

= 5!/(5-4)!

= 5x4x3x2

= 120.

April can sit in either of the two end chairs, and then Bobby can sit in the other end chair.

Bill and Candace can then sit in either of the two remaining chairs, in either order.

The number of ways to seat April and Bobby at the ends of the row is,

=  2x1x2x1

= 4.

Probability that April and Bobby will occupy the seats at the end of the row is,

4/120

= 1/30

= 0.0333( approximately ).

Therefore, the probability of April and Bobby occupy seats at the end of the row is 1/30 or approximately 0.0333.

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The above question is incomplete , the complete question is:

April, bill , candace, and bobby are to be seated at random in a row of 5 chairs. What is the probability that April and bobby will occupy the seats at the end of the row?

we must have made an incorrect assumption along the way. One possible mistake is to assume that the  exterior angle of ∠3 is formed by extending the side opposite to ∠3.

What is Triangle ?

In geometry, a triangle is a 2-dimensional polygon that is formed by connecting three non-collinear points with straight lines.

To find the measure of ∠3, we can use the fact that the sum of angles in a triangle is 180 degrees. Therefore, we can write:

∠3 + ∠4 + ∠5 = 180

However, we don't know the measures of ∠4 and ∠5, so we need to use additional information from the problem to find them.

Since ∠3 is in the same triangle as ∠4 and ∠5, we can use the fact that the exterior angle of a triangle is equal to the sum of its remote interior angles. In other words:

∠4 + ∠5 = exterior angle of ∠3

We don't know the measure of the exterior angle of ∠3 either, but we can use the fact that it is supplementary to ∠3. Therefore:

exterior angle of ∠3 + ∠3 = 180

Combining these equations, we can solve for ∠3:

exterior angle of ∠3 + ∠3 = 180

∠4 + ∠5 = exterior angle of ∠3

∠3 + ∠4 + ∠5 = 180

Substituting ∠4 + ∠5 for the exterior angle of ∠3 in the first equation, we get:

∠3 + (∠4 + ∠5) = 180

∠3 + (exterior angle of ∠3) = 180

Simplifying, we get:

∠3 + (∠4 + ∠5) = 180

2∠3 + (∠4 + ∠5) = 180

2∠3 + exterior angle of ∠3 = 180

Now, we need to know the value of the exterior angle of ∠3. It is formed by extending one of the sides of the triangle containing ∠3, ∠4, and ∠5, and it is equal to the sum of the other two angles in the triangle. We don't have enough information to determine which side is extended, so we will assume that it is the one opposite to ∠3. In this case, we have:

exterior angle of ∠3 = ∠4 + ∠5

Substituting in the equation above, we get:

2∠3 + ∠4 + ∠5 = 180

Now, we can solve for ∠3:

2∠3 + ∠4 + ∠5 = 180

2∠3 = 180 - (∠4 + ∠5)

2∠3 = 180 - (exterior angle of ∠3)

2∠3 = 180 - (∠4 + ∠5)

2∠3 = 180 - (∠3 + ∠4 + ∠5)

2∠3 = 180 - 180

2∠3 = 0

∠3 = 0

However, this result doesn't make sense, because an angle can't have a measure of 0 degrees in a triangle.

Therefore, we must have made an incorrect assumption along the way. One possible mistake is to assume that the exterior angle of ∠3 is formed by extending the side opposite to ∠3.

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Answer: A- 7,200

Step-by-step explanation:

If 1 mile = 1,800

then 4 miles = 1,800 x 4 = 7,200

If we reject H₀ when Hₐ is true, it is a type II error. The significance of the α level for a continuous measurement is the probability of Type I error. The strength of the test for alternatives is 1 minus elsewhere II. type error probability.

Type II error is a term used in the context of hypothesis testing to describe the error that occurs when people reject a false hypothesis that is actually true. A type II error creates a false positive, also known as an omission error. For example, a test for bacteria may give negative results when a patient is infected. This is a type II error because we accept a negative test even though it is false.

Type II error can be compared to Type I error, which rejects a false hypothesis as true, while Type II error describes the error that occurs when people refuse to reject the fact that it is a false fact. Even if the error does not arise from time, it rejects the other hypothesis.

Suppose a biotech company wants to compare the results of two drugs it uses to treat diabetes. The null hypothesis states that the two drugs are equally effective. The null hypothesis H₀ is the statement that the company wants to reject using a one-tailed test. Another theory, Hₐ, says that no two drugs have the same effect. Another theory Ha is the motivational state by rejecting the negative hypothesis.

The biotech company conducted a large clinical trial of 3,000 diabetics to compare treatments. The company divided 3,000 patients into two equal groups, one receiving treatment and the other receiving treatment. chose a significance level of 0.05; this indicates a willingness to accept that there is a 5% chance of rejecting the null hypothesis when true, or a 5% chance of making a Type I error.

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Complete Question:

Failing to reject H0 when H0 is true is

(1) Type I error.

(2) Type II error.

(3) no error.

(4) impossible.

Answer: y=(x-1)^2 - 2

Step-by-step explanation:

The equation for a parabola in this situation is y = a(x - h)^2 + k, h being the x point and k being the y point. Plug in the values, and you get y=(x-1)^2 - 2.

Using the distance formula we know that the distance between the given 2 points is 4.3 units.

The length of the line segment bridging two points on a plane is known as the distance between the points.

d=((x2 - x1)2 + (y2 - y1)2) is a common formula to calculate the distance between two points.

This equation can be used to calculate the separation between any two locations on an x-y plane or coordinate plane.

So, use the distance formula:

d=√((x2 – x1)² + (y2 – y1)²)

Now, insert values:
d=√((x2 – x1)² + (y2 – y1)²)

d=√((-6.3 – (-6.3))² + (-9.9 – (-5.6))²)

d=√((-6.3  + 6.3))² + (-9.9 + 5.6))²)

d=√(0)² + (-4.3)²)

d=√18.49

d=4.3

Therefore, using the distance formula we know that the distance between the given 2 points is 4.3 units.

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Answer:

To find the area of a shape, you need to know the formula for the specific shape you are dealing with. Here are some common shapes and their corresponding area formulas:

Once you have identified the shape and the formula for its area, plug in the appropriate values and calculate the area. Make sure to label your answer with the correct units (e.g. square inches, square feet, etc.).

The difference between the expected total time for the trip (waiting and travel) for the first roommate and the second roommate is 0 hours.

To calculate the expected total time for the trip (waiting and travel) for both roommates, we need to find the waiting time and travel time for each roommate.
Step 1: Calculate the arrival rates of local and express buses.
There are 20 buses arriving per hour, with 75% local and 25% express. Thus,
Local bus arrival rate: 20 * 0.75 = 15 buses per hour
Express bus arrival rate: 20 * 0.25 = 5 buses per hour
Step 2: Calculate the waiting time for each roommate.
The waiting time for buses is the inverse of the arrival rate.
First roommate waiting time (first bus): 1 / 20 = 0.05 hours
Second roommate waiting time (first express bus): 1 / 5 = 0.2 hours
Step 3: Calculate the expected travel time for each roommate.
First roommate travel time: 0.75 * 28 + 0.25 * 16 = 21 + 4 = 25 minutes (0.4167 hours)
Second roommate travel time: 16 minutes (0.2667 hours)
Step 4: Calculate the expected total time for the trip for each roommate.
First roommate total time: Waiting time + Travel time = 0.05 + 0.4167 = 0.4667 hours
Second roommate total time: Waiting time + Travel time = 0.2 + 0.2667 = 0.4667 hours
Step 5: Find the difference between the expected total time for both roommates.
Difference = First roommate total time - Second roommate total time = 0.4667 - 0.4667 = 0 hours.

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Exponents are a mathematical notation used to represent repeated multiplication and are a fundamental tool in various fields. The values of [tex]16^2[/tex] and [tex]12^2[/tex] are [tex]16^2[/tex] = 16 x 16 = 256, [tex]12^2[/tex] = 12 x 12 = 144

To rewrite each exponent as a single number, we can evaluate them using multiplication. For example, [tex]16^2[/tex] can be rewritten as 16 x 16, which equals 256. Similarly, [tex]12^2[/tex] can be rewritten as 12 x 12, which equals 144.

The exponent is a small number written above the base, which indicates the number of times the base should be multiplied by itself.

For example, the exponent 3 written above the base 2 means that we should multiply 2 by itself three times: 2 x 2 x 2 = 8. So, [tex]2^3[/tex] is equal to 8.

So, the values of [tex]16^2[/tex] and [tex]12^2[/tex] are:

[tex]16^2[/tex] = 16 x 16 = 256

[tex]12^2[/tex] = 12 x 12 = 144

By evaluating the exponents as single numbers, we can simplify the expressions they appear in and make them easier to work with.

They are used to represent large and small numbers in a compact form, and they simplify calculations by allowing us to perform repeated multiplication more efficiently.

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Answer: No it would not be enough , he will need 100 cm more of paper.

Step-by-step explanation:

First ,

The area of paper is

= 96 × 50

= 4800

How much more paper he needs = 4900 - 4800

                                                         = 100 cm

I hope this helps