Find the area and perimeter 20 12

Step-by-step explanation:

different to the suggested graphic representation, which goes wild with several complex sub-figures, I see simply a rectangle (2×9 × 4) at the bottom and a triangle standing on top of it (2×(9-6) × (16-4)).

the area of the rectangle is

2×9 × 4 = 18×4 = 72 ft²

the area of the triangle (remember : baseline × height / 2) is

2×(9-6) × (16-4) / 2 = 2×3 × 12 / 2 = 3×12 = 36 ft²

the total area is then

72 + 36 = 108 ft²

Answer: 13/100

Step-by-step explanation:

Answer:

20

Step-by-step explanation:

So there is a total of 1/5 chance of getting an answer right, because there are 5 possibilities and only 1 is correct.

Now because there are 100 Questions, we will multiply our probability with the total value (in this case its a 100).

So 1/5 = .2

.2 × 100 = 20

The standard deviation of the number of questions answered correctly is 4. This means that on average, the number of questions answered correctly will be within 4 of the expected value.

The standard deviation of the number of questions answered correctly in a multiple-choice test of 100 questions with 5 possible answers for each question, assuming random selection of one answer per question, can be calculated using the formula for the binomial distribution, which is the square root of n times p times q, where n is the total number of trials, p is the probability of success on each trial, and q is the probability of failure on each trial.

Using the formula for the binomial distribution, the standard deviation of the number of questions answered correctly can be calculated as follows:

n = 100 (total number of trials)

p = 1/5 (probability of success on each trial, i.e., selecting the correct answer)

q = 4/5 (probability of failure on each trial, i.e., selecting one of the incorrect answers)

Therefore, the standard deviation is:

√(100 x 1/5 x 4/5) = √16 = 4

Therefore, the standard deviation of the number of questions answered correctly is 4. This means that on average, the number of questions answered correctly will be within 4 of the expected value.

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Step-by-step explanation:

4x^2 + 16x -4       factor out a '4'

4 ( x^2 + 4x -1)     Done.  

                  There isn't anything else you can factor out of the three terms

Answer: 125

Step-by-step explanation:

As per the given data, Mark is buying different nuts to make a mixed nut platter to serve at a party. the total weight in grams of the nuts Mark purchased is 4000.

He buys 1.5 kilograms of peanuts, 500 grams of almonds and 200 dekagrams of cashews. We need to calculate the total weight in grams of the nuts he purchased.Calculation:Total weight in grams of peanuts = 1.5 × 1000 = 1500 grams. Total weight in grams of almonds = 500 grams. Total weight in grams of cashews = 200 × 10 = 2000 grams. . Adding all the weights: Total weight = 1500 + 500 + 2000 = 4000. Therefore, the total weight in grams of the nuts Mark purchased is 4000. The gross weight is the total weight of the goods carried, including all packaging but excluding the tare weight of the transport unit. The tare weight is the weight of a transport unit before any cargo is loaded.

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Answer:

Step-by-step explanation:

according to the question, the selling price of each book is $13.18.

When the quantity supplied and wanted are equal, prices are in equilibrium. The quantity provided and demanded are equal at the price of equilibrium.

Let's denote the selling price of each book as "x". The markup for each book is 56% of its selling price, so the profit that Binder's Bookstore makes on each book is:

0.56x

If we add this profit to the cost of the book, we get the selling price:

x = 5.80 + 0.56x

Solving for x, we can simplify as follows:

0.44x = 5.80

x = 13.18

Therefore, the selling price of each book is $13.18.

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The value of three times the number plus 17 - that same number is found to be 7.

It is provided that if twice a number is equal to that number minus then we have to find what is three times that number plus 17 minus that number.

Let's say that the number we are talking about his x.

From the given condition we can write at the twice of x will equal to x minus x - 5.

2x = x-5

Solving this simple algebraic equation.

x = -5.

Now, to find the answer,

3x + 17 - x

Putting values,

= 3(-5) + 17 -(-5)

= -15 + 17 + 5

= 7.

So, the value of thrice the number added to number minus from 17 is 7.

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The experimental probabilities have their values to be P(3) = 1/12, P(6) = 1/4 and P(Less than 4) = 1/2

Experimental probability of 3

From the table of values, we have

n(3) = 1

Total = 12

So, we have

P(3) = 1/12

Experimental probability of 6

From the table of values, we have

n(6) = 3

Total = 12

So, we have

P(6) = 3/12

P(6) = 1/4

Experimental probability of less than 4

From the table of values, we have

n(Less than 4) = 6

Total = 12

So, we have

P(Less than 4) = 6/12

P(Less than 4) = 1/2

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The level of significance in a hypothesis test is the maximum allowable probability of a Type I error. A Type I error occurs when you reject a null hypothesis that is actually true.

The level of significance is usually denoted by the symbol α (alpha) and is expressed as a percentage or a decimal value, such as 5% or 0.05. This means that if the level of significance is set at 5%, there is a 5% chance of making a Type I error when the null hypothesis is true.
To answer the student question, the level of significance is not the same as the confidence coefficient or the p-value. The confidence coefficient is related to the confidence interval, which is a range of values within which the true population parameter is likely to fall. The confidence coefficient (1 - α) represents the probability that the true population parameter lies within the confidence interval.
The p-value, on the other hand, is the probability of obtaining a test statistic as extreme or more extreme than the one observed, assuming the null hypothesis is true. If the p-value is less than or equal to the level of significance, you reject the null hypothesis and accept the alternative hypothesis.
Lastly, the maximum allowable probability of a Type II error (denoted by β) is not the same as the level of significance. A Type II error occurs when you fail to reject a null hypothesis that is actually false. The power of a test is defined as (1 - β) and represents the probability of correctly rejecting a false null hypothesis.

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Answer:

diameter = 2× radius

circumference = [tex]2\pi r[/tex]

Area = [tex]\pi r^{2}[/tex]

use this formulas and put the given values and you will get the answers

Step-by-step explanation:

A function that describes the number of pythons now living in the park in the 11th year would be P(11) = 2(1 + 0.0063)^11.

To describe the number of pythons in the swamp, we can use the exponential growth function:

P(t) = P₀(1 + r)^t

Given that the number of pythons increases by 1.9% every three years, we first need to find the annual growth rate:

1.9% every three years = (1.9 / 3) % per year = 0.63% per year

One mating pair of pythons was released in 2010, so the initial number of pythons is 2:

P₀ = 2

We want to find the number of pythons in the 11th year, so we need to find P(11):

P(t) = P₀(1 + r)^t

P(11) = 2(1 + 0.0063)^11

The function that describes the number of pythons living in the park in the 11th year is:

P(11) = 2(1 + 0.0063)^11

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To find the measure of angle B, we can use the inverse tangent function:

tan(B) = opposite / adjacent = a / b

tan(B) = 500 / 300

B = arctan(500 / 300)

B ≈ 59.0 degrees

Therefore, the measure of angle B is approximately 59 degrees (rounded to the nearest degree).

Craig is accurate in that the supplied number line reflects the value of 1/3 since in the situation at hand, the red dot represents the value of 1/3.

Once someone outlines their solution and how they approached the challenge, clarifying questions should be asked.

List the parallels and differences between several approaches to solving the issue.

Find the mistake in a wrong response, and then provide proof to support your claim.

Create strong arguments and evaluate other people's reasoning.

What It Means: When kids can give us the right answer and explain how they arrived at it, we know they fully understand a topic.

So, in the given situation the red dot represents the value of 1/3, and thus Craig is correct that the given number line represents the value of 1/3.

Therefore, Craig is accurate in that the supplied number line reflects the value of 1/3 since in the situation at hand, the red dot represents the value of 1/3.

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From the given coordinates geometry function will be y=-3x+1.

Plotting points on a coordinate plane will provide the graph of the function y = -3x + 1. To accomplish this, we can select various x values, enter them into the equation, and then solve for y. As an illustration, if x = 0, then y = -3(0) + 1 = 1. We now get the graph's point (0, 1) thanks to this. Similar to the previous case, if we select x = 1, then y = -3(1) + 1 = -2. This results in the graph's point (1, -2) for us. By repeating this procedure, we can identify more points, which we can then join with a straight line to create the function's graph. A straight line with a slope of -3 and the point appears on the graph as a result (0, 1).

from graph we can write coordinates ,

(-1,4),(0,1),(1,-2),(2,-5)

so from these coordinates ,function will be

y=-3x+1.

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The best estimate of the true value for this data set is the mean value, which is 1000 rpm.

To calculate the mean value, we add up all the values and divide by the

number of values:

(990 + 1030 + 950 + 1050 + 1000 + 980) / 6 = 1000

So the mean value is 1000 rpm.

To calculate the standard deviation, we need to first calculate the

variance:

Variance =[tex][(990 - 1000)^2 + (1030 - 1000)^2 + (950 - 1000)^2 + (1050 - 1000)^2 + (1000 - 1000)^2 + (980 - 1000)^2] / 6[/tex]

Variance = 12000 / 6 = 2000

So the variance is [tex]2000 (rpm)^2[/tex].

The standard deviation is the square root of the variance:

Standard deviation = √(2000) = 44.7 rpm

The best estimate of the true value for this data set is the mean value, which is 1000 rpm.

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When graphed on a scatter plot, the data has a generally decreasing trend. Therefore, the basketball coach was correct in thinking that his players are not scoring as many points as they were in the previous weeks.

Based on the scatter plot, we can observe the trend that the number of game points decreases as the week progresses.

The points on the scatter plot are generally trending downwards, indicating a decrease in the number of points scored over time.

Therefore, the basketball coach was correct in his observation that his players are not scoring as many points as they were in the previous weeks.

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The equation that can be used to determine the charge for a computer repair for any possible number of hours is y = 25x + 5, where x is the number of hours and y is the charge in dollars for a computer repair of x hours.

Let's think of this number as T|U where T is the tens position digit and U is the units position digit.

Original number has value 10T+U.  U=3T (first sentence).

Second sentence deals with U|T, which has value ('new number') 10U+T.

Half the new number is 21 < twice the original means:

 ½(10U+T) = 2(10T+U) - 21

There you have a system of two equations in two unknowns.  You may now solve it.

Check the answers for reasonableness and correctness. (Also check my work producing the last equation)

Note I have used the vertical separation symbol "|" to segregate the two digits of a 2-digit number.

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Answer:  [tex]\textsf{Option B, 44}[/tex]

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Given:  [tex]\textsf{Perimeter of the rectangle is 110. Width is 4 times the length}[/tex]

Find: [tex]\textsf{The width}[/tex]

Solution:  So, we are given two different statements in the problem.  The first one states that the perimeter of the given rectangle is 110.  We know that the perimeter formula is equal to 2(length + width).  Since we know that the perimeter is equal to 110 that means that we can set the perimeter formula equal to 110.  

Therefore, the first equation would be [tex]\textsf{2(length + width) = 110}[/tex].

The second statement states that the width is 4 times the length.  Using simple algebra we can make an equation which states that the width on one side is equal to the length multiplied by 4 on the other side.

Therefore, the second equation would be [tex]\textsf{width = 4 * length}[/tex].

Now that we have created two equations these two would be considered as a system of equations.  We can now plug in the second formula into the first one and solve for the length.

Now that we have the length, we can plug the length into the second formula and solve for the width.

In conclusion, after creating two equations and forming them into a system of equations we were able to solve for the width and determine that the value of it is 44.  Therefore, the option that matches our answer would be [tex]\textsf{Option B, 44}[/tex].

In order to print out a deck of 52 cards, and each card having its suit and value displayed on the same line, 13 columns were used for each of the  card.

In Illustration 3, assuming that the deck contains 52 cards, each card in the deck was printed using 13 columns. This is because a standard deck of playing cards contains four suits (clubs, diamonds, hearts, and spades), and each suit has 13 cards (Ace, 2-10, Jack, Queen, King).

Therefore, to print out a deck of 52 cards, with each card having its suit and value displayed on the same line, 13 columns were used for each card.

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The complete question is :

In Illustration 3, a deck of cards was shuffled and printed out. Line 35 shuffles the deck. How many columns were used for each card in the deck, assuming that the deck contains 52 cards?

There are 92 observations that are less than or equal to 50.

To calculate the cumulative frequency, we need to add up the frequencies of all the bins up to and including the bin in question. This can be calculated by adding up the frequency values for the bins that include values less than or equal to 50:

4 (from bin 15) + 62 (from bin 20) + 101 (from bin 25) + 70 (from bin 30) + 83 (from bin 35) + 20 (from bin 40) + 45 (from bin 45) + 9 (from bin 50) = 394

So, the cumulative percentage for the bin containing 50 is 92.71%. Therefore, the number of observations less than or equal to 50 is approximately 92.

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Answer:

3=0

Step-by-step explanation:

Answer:

x = 15°

Step-by-step explanation:

We Know

(2x + 45) + x = 90°

Let's solve

2x + 45 + x = 90°

3x + 45 = 90°

3x = 45°

x = 15°

The nearest whole number, we get that we can expect about 419 students on campus to prefer Movie B.

How to calculate addition?

Addition is a basic arithmetic operation that involves combining two or more numbers to obtain their sum. Here's how to calculate addition:

Write the numbers to be added one below the other, aligning the digits according to their place value (ones below ones, tens below tens, and so on).

Start by adding the digits in the ones column (the rightmost column). If the sum is less than 10, write it down below the line. If the sum is 10 or greater, carry the 1 to the next column (the tens column).

Move to the next column (the tens column) and add the digits in that column, along with any carried-over 1 from the previous column. Again, if the sum is less than 10, write it down below the line. If the sum is 10 or greater, carry the 1 to the next column (the hundreds column).

Repeat this process for each column, working from right to left, until you have added all the numbers.

The final result is the sum of the numbers.

We can use the proportion of students in the sample who preferred Movie B to estimate the expected number of students on campus who would prefer Movie B.

The proportion of students in the sample who preferred Movie B is:

Proportion of students who prefer Movie B in the sample = Number of students who prefer Movie B in the sample / Sample size

= 66 / (39 + 66 + 2 + 25)

= 0.524

So, we can expect that approximately 0.524 * 800 = 419.2 students on campus would prefer Movie B.

Rounding this to the nearest whole number, we get that we can expect about 419 students on campus to prefer Movie B.

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However, this answer does not make sense, as angles in a triangle cannot be negative. This means that there is no solution to this problem .

To solve this problem, we can use the fact that the sum of the angles in a triangle is 180 degrees.

Let's first find the measure of angle P:

m∠P + m∠Q + m∠R = 180

Substituting in the given measures:

(x + 13) + (10x + 13) + (2x - 2) = 180

Simplifying and solving for x:

13x + 24 = 180

13x = 156

x = 12

So m∠P = (x + 13) = 25 degrees.

Next, we can use the fact that the angles opposite equal sides in a triangle are congruent. Since we know that PR and QR are equal, we have:

m∠P = m∠R

So m∠R = 25 degrees.

Finally, we can find m∠Q:

m∠Q = m∠P + m∠R - 180

Substituting in the values we found:

m∠Q = 25 + 25 - 180 = -130

However, this answer does not make sense, as angles in a triangle cannot be negative. This means that there is no solution to this problem.

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Mr. Olakunle needs to divide the total amount of soil he has by the number of planters he wants to fill, which is 10/8 = 5/4. This can be simplified by dividing both the numerator and denominator by 4, resulting in 5/4 = (5  4) / (4  4) = 5/12.

To find out how much soil Mr. Olakunle will use for each planter, we need to divide the total amount of soil he has by the number of planters he wants to fill.

The total amount of soil he has is 10 bags.

He plans to fill 8 planters with the soil.

Therefore, the amount of soil he will use for each planter is:

10/8 = 5/4

This can be simplified by dividing both the numerator and denominator by 4, to get:

5/4 = (5 ÷ 4) / (4 ÷ 4) = 5/4

So the answer is C) 5/12.

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Radians are a unit of measurement for angles used in mathematics and physics. They are defined as the ratio between the length of an arc of a circle and the radius of that circle.

One of the most important benefits of using radians to measure angles is that they simplify calculations involving angles, making them easier to work with.

Additionally, they allow for a more elegant and unified approach to mathematical and physical problems involving angles. So, in short, the word "radian" might be associated with concepts such as circles, arcs, and the measurement of angles in mathematics and physics.

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