Please awnser this and I will give u brainliest

Answer:

370m²

Step-by-step explanation:

2x11x6=132

2x7x6=84

2x11x7=154

132+84+154=370m²

The statement "The relative frequency method assigns a probability of .2 to the outcome of making a donation" is true.

The relative frequency method assigns probabilities based on the observed relative frequencies of events in a sample. In this case, out of 250 people contacted, 50 made a donation to the city symphony. The relative frequency of making a donation is 50/250 = 0.2. Therefore, the relative frequency method assigns a probability of 0.2 to the outcome of making a donation.

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By using the concepts of Profit and Loss, $25.96 is the sale Price of Volleyball after discount is offered.

We, know very well that if we are offering discount on any item ,it means selling price of that item will be lesser than the marked price.

Profit, Loss is one of the most important topics which we actually use in our daily life also.

We know that Discount%=\(\frac{Marked price-Selling Price}{Marked Price}\)

So, we have given that marked price of volleyball is $59 and discount percentage is 56%.

After putting the respective values, the equation looks like

\(\frac{56}{100}\) = \(\frac{59-Selling Price}{59}\)

On cross multiplication,

we get, 56×59 = 100×59 - 100×Selling Price

=>3304  =  5900 - 100×Selling Price

=>3304-5900 = -100×Selling Price

=> - 2596       = -100×Selling Price

=>Selling Price = 2596/100

On solving we get selling Price =$25.96

Hence, when 56% discount is offered the selling  price of volleyball is $25.96.

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Answer:

\(\text{Integers: }20,\:21,\text{and }22,\\\\\text{Equation: }x+(x+1)+(x+2)=63\)

Step-by-step explanation:

Consecutive integers are defined by integers that follow each other. Therefore, we can set up the following equation:

Let \(x\) be the smallest integer, as denoted in the question.

\(x+(x+1)+(x+2)=63,\\x+x+1+x+2=63,\\3x+3=63,\\3x=60,\\x=20\)

Therefore, the three integers are \(20,\:21,\text{and }22\).

A rhombus is a type of quadrilateral with four equal sides, where the opposite angles are equal. A parallelogram is also a type of quadrilateral with two pairs of parallel sides, where the opposite angles are equal. While a rhombus has some properties in common with a parallelogram, it is not a parallelogram because it does not have parallel sides.

Mathematically, we can prove that a rhombus is not a parallelogram by examining the definition of a parallelogram. The definition of a parallelogram requires that the opposite sides of the shape are parallel. However, in a rhombus, the opposite sides are not parallel to each other, since they are angled toward each other. Therefore, a rhombus cannot be classified as a parallelogram.

In summary, while both a rhombus and a parallelogram have some similar properties, a rhombus is not a parallelogram because it does not have parallel sides.

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Triangles

Looking at the image, It is safe to say there are two similar triangles having similar base and sides there.

Triangle BAC has the same base as Triangle DAC

Therefore, the vertices of the angle B is equivalent to the vertice of angle D

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For the first set O{(-1, 1,-1), (1, -1, 2), (0, 0, 1)} in R3 and for the second set {(3, -1), (2, 2)} in R2 (I assume you meant R2 instead of R?) they form a basis. We can calculate it in the following manner.

For the first set of vectors, we need to check if they are linearly independent and span the entire space of R3.

First, we can check for linear independence by setting up an equation:
a(-1, 1, -1) + b(1, -1, 2) + c(0, 0, 1) = (0, 0, 0)
Simplifying, we get:
(-a + b) = 0
(a - b) = 0
(-a + 2b + c) = 0
Solving this system of equations, we get a = b = c = 0. Therefore, the vectors are linearly independent.

Next, we need to check if they span the entire space of R3. We can do this by seeing if any vector in R3 can be written as a linear combination of the three given vectors.
Let (x, y, z) be an arbitrary vector in R3. We need to solve for the scalars a, b, and c such that:
a(-1, 1, -1) + b(1, -1, 2) + c(0, 0, 1) = (x, y, z)
Simplifying, we get:
-a + b = x
a - b + 2c = y
-c = z
Solving this system of equations, we get a = (x - z)/2, b = (x + z)/2, and c = -z. Therefore, any vector in R3 can be written as a linear combination of the given vectors.

Since the vectors are linearly independent and span the entire space of R3, they form a basis for R3.

For the second set of vectors, we need to check if they are linearly independent and span the entire space of R1.

First, we can check for linear independence by setting up an equation:
a(3, -1) + b(2, 2) = (0)
Simplifying, we get:
3a + 2b = 0
-1a + 2b = 0
Solving this system of equations, we get a = b = 0. Therefore, the vectors are linearly independent.

Next, we need to check if they span the entire space of R1. We can do this by seeing if any scalar in R1 can be written as a linear combination of the two given vectors.
Let x be an arbitrary scalar in R1. We need to solve for the scalars a and b such that:
a(3, -1) + b(2, 2) = (x)
Simplifying, we get:
3a + 2b = x
-1a + 2b = 0
Solving this system of equations, we get a = (2x)/5 and b = (3x)/10. Therefore, any scalar in R1 can be written as a linear combination of the given vectors.

Since the vectors are linearly independent and span the entire space of R1, they form a basis for R1.

For the third set of vectors, we cannot determine if they form a basis without knowing the dimension of the space they are in.

To determine if a set of vectors forms a basis for a particular space, we must check if the vectors are linearly independent and if they span the space.

For the first set O{(-1, 1,-1), (1, -1, 2), (0, 0, 1)} in R3:
These vectors are linearly independent and span R3, so they form a basis for R3.

For the second set {(3, -1), (2, 2)} in R2 (I assume you meant R2 instead of R?):
These vectors are also linearly independent and span R2, so they form a basis for R2.

For the third set {(2, 1, -2, 3)} in R1:
Since there's only one vector, it cannot span a space with more than one dimension. Therefore, it does not form a basis for R1.

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Variables are the name for the unknown.You must isolate the variable in order to get a solution for it (such as x).

Unknown value.Variables are the name for the unknown.You must isolate the variable in order to get a solution for it (such as x).

The variable can be separated from the equation by performing inverse operations.Adding and multiplying are the opposites of subtracting and dividing, respectively.

Starting with the proportion:

12/? = 4/3

Since it should be equal to 4/3, notice that if we divide both numerator and denominator by 3, then we should get 4 and 3 respectively:

Therefore, ?÷3 is equal to 3.

Which number is equal to 3 when we divide it by 3?

That number is 9. 9÷3=3

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Answer:

45.) 45

46.) 2

47.) 16

48.) 8

49.) 10

50.) 11

51.) 16

52.) 6

53.) 55

54.) 14

Step-by-step explanation:

Answer:

Step-by-step explanation:

$6

The correct alternative hypothesis is H1: pL> pH.

We test whether the proportion of children in the low-income group who drew the nickel too large is greater than the proportion of children in the high-income group who drew the nickel too large.

Proportion of children in the low-income group (denoted pL) who also drew a nickel. large is greater than the proportion of the high-income group (indicated by pH) that attracted nickel too large, we test at the 0.1 significance level.

a) First, we need to identify the correct alternative hypothesis. The alternative hypothesis in this case should be:

H1: PL > pH

This hypothesis states that the proportion of children in the low-income group who drew oversized nickels would be greater than the proportion of children in the high-incomegroup who drew oversized nickels.

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Answer:

1.23

Step-by-step explanation: since i helped can i have brainlist please :D

Answer:

x=67.5ft

Step-by-step explanation:

similarity and congruence

the length of one side of the bigger triangle divided by the length of the similar side of the smaller triangle

equate the unknown ratio with a known ratio

71.5/49.5=97.5/x

x=(97.5 x 49.5)/71.5

x=67.5 ft

h = 11.9 cm

cos = adjacent/ hypotenuse

therefore:

cos(24) = h/ 13

rearrange:

h = 13cos(24)

put into calculator:

h = 11.8760...

rounded to one decimal point:

h = 11.9cm

Answer:

( x + 2 )² + ( y - 6 )² = 49

Step-by-step explanation:

→ Write the form of an equation of a circle

( x - a )² + ( y - b )² = r²

→ Substitute in the centre remembering to switch the signs

( x + 2 )² + ( y - 6 )² = r²

→ Substitute in radius

( x + 2 )² + ( y - 6 )² = 49

Answer:

should be 105 right

Step-by-step explanation:

Answer:

105 sheep are spotted.

Step-by-step explanation:

42% of the 250 sheep are spotted. We would need to find 42% of 250.

250 * 0.42 = 105

105 sheep are spotted.

Hope this helps.

Answer:

This question may be incomplete, so i will answer this in a really general way.

We have the equation:

17*y = 24*x - 582

Where this represents the amount of money made from the main floor and balcony tickets, where i suppose that 17*y represents the money and x is the number of tickets sold.

We are subtracting 582 from the right side, this may be related to the cost of the tickets.

Like in the profit equations:

Profit = revenue - cost

Then we can have:

profit = 17*y

revenue = 24*x

cost = 582

Martha travels 8 miles per hour, which is the same as saying that she covers 8 miles in one hour.

We can express Martha's weekend bicycling information as a rate by dividing the distance traveled by the time taken. In this case, her rate would be:

\(\frac{12 miles}{1.5 hours} = $8 miles per hour\)

This tells us that Martha travels 8 miles for every hour that she spends bicycling.

We can express Martha's weekend bicycling information as a unit rate by dividing the distance traveled by the time taken and expressing the result in terms of one unit of time (usually one hour). In this case, her unit rate would be:

\($\frac{12 miles}{1.5 hour}. \frac{1 hour}{1} = \frac{8 miles}{1 hour}\)

This tells us that Martha travels 8 miles per hour, which is the same as saying that she covers 8 miles in one hour.

Expressing information as a rate or a unit rate allows us to compare different situations more easily. In this case, we could compare Martha's weekend bicycling rate with her weekday bicycling rate, or with the rates of other bicyclists, to see how they differ.

Therefore, Martha travels 8 miles per hour, which is the same as saying that she covers 8 miles in one hour.

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Answer:

81

Step-by-step explanation:

square root of 729= 9

9×9=81

Answer:

Step-by-step explanation:

Formula of Volume= \(a^{3}\) - a = side

Therefore since the volume is given you just need to find the side.

729=\(a^{3}\) = \(\sqrt[3]{729}\) = a

            = 9 = a

Now you know that 9 is the side, so using that find the area of one face-

Area of a square= 9 x 9 = 81\(cm^{2}\)

Answer:41.43 Euro

there ya go

Answer:

50

Step-by-step explanation:

37.50/3=12.5

12.5*4=50

Answer:

They would be perpendicular to each other.

One would have a slope of 0 (horizontal line) and the other would have an undefined slope (vertical line)

Step-by-step explanation:

Step-by-step explanation:

The solution to the problem is 11/5.

Work:

17x - 45 + 7(5x - 2) = 5x - 3(x - 17)

=> 17x - 45 + 35x - 14 = 5x - 3x + 51

=> 52x - 59 = 2x + 51

=> 52x - 2x = 59 + 51

=> 50x = 110

=> 5x = 11

=> x = 11/5

Hence, the solution to the problem is 11/5.

Hoped this helped.

When a 4 is rolled on the die, the player is awarded 17 points.

When a 4.5 is rolled on the die, the player is awarded 19 points.

When a 9 is rolled on the die, the player is awarded 37 points.

Given the function that represents certain number of points is awarded to a player upon rolling a six sided die according to the function.

f(x) = 4x + 1

If the number of die rolled is 4, hence;

f(4) = 4(4) + 1

f(4) = 16 + 1

f(4) = 17

This shows that when a 4 is rolled on the die, the player is awarded 17 points.

If the number of die rolled is 4.5, hence;

f(4.5) = 4(4.5) + 1

f(4.5) = 18 + 1

f(4.5) = 19

This shows that when a 4.5 is rolled on the die, the player is awarded 19 points.

If the number of die rolled is 4, hence;

f(9) = 4(9) + 1

f(9) = 36 + 1

f(9) = 37

This shows that when a 9 is rolled on the die, the player is awarded 37 points.

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Answer: 1/14

Step-by-step explanation: when you set it up, it should be 1/7 multiplied by 1/2 because when you divide something, you change the second number to a reciprocal and multiply it. So here 1 multiplied by one is one and 2 multiplied by 7 is 14 and you get 1/14 :)

1/7 divided by 2 is equal to 1/14 as a fraction.

Given that are fractions, we need to determine the value of what is 1/7 divided by 2 but as a fraction,

1/7 divided by 2 can be expressed as follows:

(1/7) ÷ 2

We can multiply by a number's reciprocal in order to divide by it. As a result, we can rewrite the phrase as follows:

(1/7) × (1/2)

When the numerators and denominators are multiplied, we obtain:

1 × 1 / 7 × 2

With the multiplication simplified, we have:

1/7 × 1/2 = 1/14

Therefore, 1/7 divided by 2 is equal to 1/14 as a fraction.

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Two samples can have the same mean but different standard deviations if one sample has more variability than the other. For example, one sample may have data points that are tightly clustered around the mean, while the other sample may have data points that are more spread out.

This can result in the same mean value for both samples, but different levels of variability.

Here's an example bar graph to illustrate this concept:

     Sample 1                Sample 2

 ╭────────────────╮   ╭────────────────╮

 │      Mean      │   │      Mean      │

 ├────────────────┤   ├────────────────┤

 │                │   │    ╭─╮         │

 │                │   │    │ │         │

 │                │   │    │ │         │

 │                │   │    ╰─╯         │

 │     o o o      │   │  o o o o o o  │

 │                │   │                │

 │                │   │                │

 │                │   │                │

 ╰────────────────╯   ╰────────────────╯

     Std. Dev.            Std. Dev.

In this example, both Sample 1 and Sample 2 have a mean value of 5. However, Sample 1 has lower variability with a standard deviation of 1, while Sample 2 has higher variability with a standard deviation of 3. The error bars on the graph represent the standard deviation for each sample.

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Answer:

Step-by-step explanation:

studying Math       65

Studying science   50

studying both          35

student are studying in the college are:(65+50)-35=80 students

student studying math only= 65-35=30

student studying science only = 50-25=15

The actual length and width of the swimming pool are 34 meters and 18 meters, respectively, based on a scale of 1 inch to 4 meters.

Based on the given information, we know that the scale of the drawing is 1 inch to 4 meters. This means that every 1 inch on the drawing represents 4 meters in actual length.

The length of the swimming pool on the drawing is given as 8.5 inches. To find the actual length of the swimming pool, we need to multiply the length on the drawing by the scale factor:

Actual length of the swimming pool = 8.5 inches x 4 meters/inch = 34 meters

Similarly, the width of the swimming pool on the drawing is given as 4.5 inches. To find the actual width of the swimming pool, we can use the same formula:

Actual width of the swimming pool = 4.5 inches x 4 meters/inch = 18 meters

Therefore, the actual length of the swimming pool is 34 meters and the actual width is 18 meters.

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