Need help please!! I’m confused

The approximate length of a side of the field is 22ft.

Square, in geometry serves as a plane figure  that has  four equal sides and four right (90°) angles.

To calculate the  we can use the formula (LW)

But the area of square is been given as 479 ft2

Hence, 479=L^2

Then if we find the square root, we have

L=W=21.88

=22 rounded

Therefore, approximate length of a side of the field is 22ft.

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Answer:

option b

Step-by-step explanation:

replace x and y with the x and y of the ordered pair

option a: 2(4)+4(5)=6(4)-5

solve

8+20=24-5

28=19  not true

option b:2(5)+4(4)=6(5)-4

solve

10+16=30-4

26=26  true

Answer:

1. x=22  2. x= 28

Step-by-step explanation:

1. The total of angles in a triangle add up to 180˚.

93+65= 158

180-158=22

This means that x = 22

2. Angles on a straight line add up to 180.

180-125=55

180-83=97

55+97=152

180-152=28

This means that x = 28

Hope that this helps you.

Answer:

Step-by-step explanation:

false true true false

Answer:

false true true and false

Step-by-step explanation:

Monday, Eric ran a 1 mile. 16 miles will he run on Friday if he doubles his daily running distance.

Given that,

Monday, Eric ran a 1 mile.

We have to find how many miles will he run on Friday if he doubles his daily running distance.

Eric ran on Monday is 1 mile.

Take x value as 1 mile.

If he ran double daily that means

On Monday =x miles

On Tuesday =2x miles

On Wednesday =4x miles

On Thursday=8x miles

On Friday =16x miles

=16 miles

Therefore, The total amount he run on Friday is 16 miles. We have used the algebra distance word problem method.

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we know that

A relationship between two variables, x, and y, represent a proportional variation if it can be expressed in the form y=kx

where

k is the constant of proportionality or slope

In this problem

we have a proportional relationship between the land planted and the wheat produced

Let

l ----> number of acres

w ----> wheat produced

so

w=kl

take the point (1,50)

Find teh value of k

k=w/l

k=50/1=50

therefore the equation is equal to

w=50l

Answer:

13/15

Step-by-step explanation:

First, convert 6 1/4 to a common denominator, which is 12

6 1/4 = 6 3/12

4 1/12 - 6 3/12 = -2 1/6= -13/6

4 - 6 = -2

1/12 - 3/12= -1/6

Convert -2.5= -2 1/2= -5/2

-13/6 * -2/5 = --13/15

Negative and negative is positive, so the answer is 13/15

Answer:

300 dollars

Step-by-step explanation:

Note that:

{Peter's revenue on Monday: 150 dollars

Peter's revenue on Tuesday: 100 dollars

Peter's revenue on Wednesday: 50 dollars}

---------------------------------------------------------------

In this problem, we need to find how much is Peter's revenue so far (total).

We need to use addition to determine how much Peter's revenue is in total.

So, add 150, 100, and 50.

We get 150 + 100 + 50 = 300

Finally, Peter's revenue in total is 300 dollars.

Answer:

$300

Step-by-step explanation:

add 150+100+50

=300

An organized group of integers with a shared variance among each succeeding word is known as an arithmetic sequence. Hence, the right response is (b). 1/3, 1/9, 1/15, 1/21, 1/27.

Which collection of numbers doesn't fit the definition of an arithmetic sequence?

The following instances don't constitute arithmetic sequences: 1.) 2,4,8,16 is not true since the first with second terms differ by 2, while the third and fourth terms differ by 4, and the fifth and sixth terms differ by 8. There are no shared differences, hence the sequence is not arithmetic.

Is the number sequence 2 2 2 2 2 arithmetic?

The series cannot be an arithmetic sequence, however it may be defined. It does, nevertheless, have a common ratio across succeeding words, namely 1, which results in its geometric growth.

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The value of y when x=36 is 31/3.

According to the question,

x varies directly with 3y+5

Thus,

\(x = k(3y+5)\)

where K is any positive integer.

Now, from the question,

y=5/3 when x=10

Thus,

\(10 = k(3(\frac{5}{3} )+5)\\10 = k(10)\\k = 1\)

Now we can use k to find the value of y when x=36:

\(36 = 1(3y+5)\\31 = 3y\\y = \frac{31}{3}\)

In mathematics, an integer is a whole number that can be positive, negative, or zero. Integers are a fundamental concept in number theory and are used in a variety of applications across many fields. Integers can be represented using the symbol "Z" and are denoted by an integer value like -3, 0, 1, 2, 3, etc. They are used to count and measure quantities in real-life situations, such as the number of apples in a basket or the distance between two cities.

Integers are closed under addition, subtraction, and multiplication, meaning that if you add, subtract, or multiply any two integers, the result will also be an integer. However, the division is not always closed under integers, as dividing by zero is undefined, and dividing two integers can result in a non-integer value.

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Complete Question:

If x varies directly with 3y+5 and y=5/3 when x=10, then what is the value of y when x=36

The rationale underlying the use of projective personality tests, such as the Rorschach test and the thematic apperception test, is that they reveal the subjects' personalities by eliciting responses to vague, ambiguous stimuli.

The rationale underlying the use of projective personality tests, such as the Rorschach test and the Thematic Apperception Test, is that they can reveal a person's unconscious thoughts, feelings, and motivations. These tests use vague and ambiguous stimuli, such as inkblots or pictures, and ask the person to describe what they see or make up a story about the stimuli. The person's responses are believed to reflect their underlying personality traits and psychological conflicts.

The theory is that when faced with ambiguous stimuli, people project their own thoughts, feelings, and motivations onto the stimuli, revealing their unconscious processes.

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A p-value of 0.23 in the context of a clinical trial testing a vaccine's effectiveness suggests that the observed reduction in the percentage of individuals catching the virus, when comparing the vaccine group to the control group, is not statistically significant at conventional levels of significance (such as 0.05 or 0.01).

The p-value represents the probability of obtaining the observed data, or data more extreme, under the assumption that the null hypothesis is true.

In this case, the null hypothesis would typically state that there is no difference in the percentage of virus cases between the vaccine and control groups. A p-value of 0.23 indicates that there is a 23% chance of observing the reported reduction in cases or an even more substantial reduction if the null hypothesis were true.

Therefore, based solely on the p-value of 0.23, the best interpretation is that the observed reduction in virus cases could plausibly be due to random variation or chance, rather than a true effect of the vaccine. However, it is important to consider other factors, such as the study design, sample size, and clinical significance of the observed reduction, before drawing final conclusions about the vaccine's effectiveness.

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Mixed methods research tends to be more complex when compared to quantitative and qualitative research respectively. This is because mixed methods research combines both quantitative and qualitative research methods in a single study.

Quantitative research involves the collection and analysis of numerical data, while qualitative research involves the collection and analysis of non-numerical data, such as words, images, and sounds.

Mixed methods research, on the other hand, involves the collection and analysis of both types of data. This requires the researcher to have a deeper understanding of both quantitative and qualitative research methods, as well as the ability to integrate the two types of data in a meaningful way.

Furthermore, mixed methods research often involves the use of multiple data sources, multiple research methods, and multiple levels of analysis. This adds an additional layer of complexity to the research process.

As a result, mixed methods research tends to be more complex than either quantitative or qualitative research alone.

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The exponential form of given number 121200 is 1.212 × \(10^5\)

And the earth sun distance in kilometers in powers of 10 notation is 1.5 × \(10^8\)

For given question,

We need to express 121,200 in exponential (powers of 10) notation.

To use scientific notation, pick a value between 1 and 10, then multiply it by 10ˣ.

The number between 1 and 10 in 121200 is 1.212 with 5 decimal points.

So, the exponential notation of given number would be,

121,200 = 1.212 × \(10^5\)

Earth's average distance from the Sun is around 93 million miles (150 million kilometers). That's one AU.

So the number between 1 and 10 in 150,000,000 is 1.5, with 8 decimal points.

So, the distance between he Earth and the Sun is:

150,000,000 = 1.5 × 10⁸

Therefore, the exponential form of given number 121200 is 1.212 × \(10^5\)

And the earth sun distance in kilometers in powers of 10 notation is 1.5 × \(10^8\)

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please check the attachment for solutions

Answer:

i pretty sure its   6

                       8x

Step-by-step explanation:

i did the research

Here

Common part is 8 and x⁶

Now

Factor out

GCF=8x⁶

Answer:

$225

Step-by-step explanation:

Answer:225$

Step-by-step explanation:

just multiply 3 by 75

3 x 75= 225

Answer:

A) –2 or 3∕5

Step-by-step explanation:

Two possible cases since we are dealing with absolute values:

7h + 1 = 3h - 7 ; h = -2 here

7h + 1 = -(3h - 7) ; h = 3/5 here

If the sample size is small and the sample variance is large then

small treatment effect still be statistically significant.

As we know that,

Statustical significance refers to claim that a result from data generated by testing or experimentation is likely to be attributable to specific cause.

Sample size is the total number of individuals or items that comprise a sample.

And, the variance is a descriptive statistic, which falls under the category of a measure of spread.

The circumstance in which a very small treatment effect can be found to be significant is best described by option A: If the sample size big and the sample variance is small.

A large sample size will increase the probability that the results of a statistical test will yield significant results. This is why most statistical tests are accompanied by a measure of effect size. A statistically significant result associated with a very large sample size, will likely have a small effect size, an undesirable result for a researcher, as it implies one of the only reasons significant results were obtained was due to the large sample, not necessary the magnitude of the experimental effect.

Likewise, if variance is small, this will also increase the probability that the results of a statistical test will yield significant results. Variance is simply another word in statistics for the error. A decrease in error will lead to an increased probability of obtaining significant results, hence the idea that a small amount of variance will lead to an increased probability of significant results.

Hence, if the sample size is small and the sample variance is large then

small treatment effect still be statistically significant.

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Answer:

A -8/11

Step-by-step explanation:

What is the physical phase of life called?

Thanks ✨

The correct 95% confidence interval for the proportion of drivers who react more quickly to the new light is (0.53, 0.67).

To calculate the confidence interval for the proportion of drivers who react more quickly to the new light, we can use the formula:

CI = p ± zα/2 √((p(1-p))/n)

where p is the proportion of drivers who react more quickly to the new light, n is the sample size, and zα/2 is the z-score for the desired confidence level (in this case, 95% corresponds to zα/2 = 1.96).

Substituting the given values, we get:

CI = 0.6 ± 1.96 √((0.6*0.4)/n)

Since we don't know the sample size, we can't calculate the exact confidence interval. However, we can see that the margin of error is proportional to 1/√n, which means that larger sample sizes will result in narrower confidence intervals.

Based on the given answer choices, we can see that the margin of error is 0.07, which corresponds to a sample size of around 200. So, if we assume that the sample size is large enough to use the normal approximation, we can calculate the confidence interval as:

CI = 0.6 ± 0.07

which gives us (0.53, 0.67) as the correct answer.

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One of the reasons why the aggregate demand curve is downward-sloping is the substitution effect is a "false" statement.

Aggregate demand would be a macroeconomic term which describes the total consumption of goods and services in a given period at any price level.

Some key features regarding the aggregate demand curve are-

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Fee for one Subscription = $10

Total people Took subscription right now = 100 + (30-10)

= 100+20 = 120

Total earning = 120 × $10

= $1200

\(\huge\text{Hey there!}\)

\(\text{Your given information we know so far is:}\\\textsf{The subscription feeds that Kiersten received for ONE month by each of her}\\\textsf{subscribers was \boxed{\mathsf{\$10}}. She has a total of \boxed{\mathsf{100}} people since last month, that means }\\\textsf{Kiersten should most likely be earning}\rightarrow\boxed{\mathsf{1,000}}\mathsf{\ (because \ 100\times 10 = \$1,000).}\\\\\text{Reading further more:}\\\textsf{Your new month has approximately 30 new subscribers that has joined Kiersten}\)

\(\textsf{site, and about 10 subscribers got rid of their subscription. This let us}\\\textsf{us know that subscription \underline{increased} by about \boxed{\mathsf{20}} subscriptions (because }\\\mathsf{30 - 10 = 20)}\\\\\rm{120\times10 = total \ earnings \ for\ Kiersten\ business}\\\rm{120\times10 = \$1,200}\\\\\\\huge\text{Therefore, your answer is: } \boxed{\mathsf{\$1,200}}}\huge\checkmark\)

\(\huge\text{Good luck on your assignment \& enjoy your day!}\)

Answer:

64%

Step-by-step explanation:

A coin contains 9 grams of nickel and 16 grams of copper for a total weight of 25 grams.

What percentage of the metal in the coin is copper

Solution:

The total weight of the coin = weight of copper in coin + weight of nickel in coin

The total weight of the coin = 9 g + 16 g = 25 g

The percentage of copper in the coin is the ratio of the weight of copper in the coin to the total weight of the coin expressed in percentage. It is given by the formula:

The percentage of copper in the coin = (weight of copper in the coin / total weight of the coin) * 100%

The percentage of copper in the coin = (16 g / 25 g) * 100% = 64%

We have that because the central angle is 90°, the sector represents 1/4 of a circle with a radius of 10 yd.

So, length of the safety rail is given by:

Where:

r = 10 yd

pi = 3.14

Substitute, we have:

The Answer is 15.7 yd

Next, area of the deck is given by:

Substitute the values:

The answer is 78.5 yd^2

Answer:

The correct answer is A) p chart.

Step-by-step explanation:

A) p chart.

The most appropriate control chart to monitor the proportion of a certain characteristic for a categorical variable is the p (p-bar) chart.

The p chart is used to monitor the proportion of nonconforming items or the occurrence of a specific characteristic within a sample or subgroup. It is particularly useful when dealing with binary data or categorical variables where the focus is on the proportion of items with a certain characteristic.

The p chart tracks the proportion of nonconforming items in each sample or subgroup over time, allowing for the detection of any shifts or trends in the proportion. It helps to identify if the process is stable or if there are any changes in the proportion that might require investigation or intervention.

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The number 15.74 is nearest to the number 8. Then the correct option is B.

Algebra is the study of abstract symbols, while logic is the manipulation of all those ideas.

The acronym PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, and Subtraction. This approach is used to answer the problem correctly and completely.

The expression is given below.

⇒ 15.93 - 0.19

Simplify the expression, then we have

⇒ 15.93 - 0.19

⇒ 15.74

The number 15.74 is closest to the number 8. Then, at that point, the right choice is B.

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The given constants are 12,11 and 4

The matrix system has constants that can be written as follows:

Hence option D is correct.

The mean height of the students in the class is 168.06 cm. The median height is 167.5 cm, and the modal height is in the range of 166-169 cm.

To find the mean, median, and modal height of the students in the class, we can use the given distribution of heights.

The distribution of heights and the corresponding number of students are as follows:

Height (in cm) No. of students

160-163 15

163-166 118

166-169 142

169-172 127

172-175 18

Mean:

To find the mean height, we can calculate the weighted average using the midpoint of each height range and the number of students in each range.

Mean = (15 * 161.5 + 118 * 164.5 + 142 * 167.5 + 127 * 170.5 + 18 * 173.5) / (15 + 118 + 142 + 127 + 18)

Mean = 168.06 cm

Median:

The median is the middle value of the data when arranged in ascending order. Since the distribution is already provided, we can determine the median by finding the midpoint of the total number of students.

Total number of students = 15 + 118 + 142 + 127 + 18 = 420

Median position = (420 + 1) / 2 = 210.5

The median falls within the 166-169 cm height range. Therefore, the median height is 167.5 cm.

Modal height:

The modal height is the height value that appears most frequently in the data. In this case, the height range with the highest number of students is the modal height. According to the data, the 166-169 cm height range has the highest frequency, with 142 students.

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