tell me about the relationship between first floor square footage (1stflrsf; column o) and sale price. what is the r-squared?

Answer:

Below

Step-by-step explanation:

It is a RIGHT triangle so you can use the Pyhtaogrean Theorem

hypotenuse^2 = leg1^2 + leg2^2     Sub in the values given:

       x^2          =   19^2    +   16^2

       x ^2 = 617

      x = sqrt (617)      ( or 24.84 units)

Step-by-step explanation:

We can use trigonometry to solve this problem. Let's draw a diagram:

```

A - observer (1.5 m above ground)

B - base of the clock tower

C - top of the clock tower

D - intersection of AB and the horizontal ground

E - point on the ground directly below C

C

|

|

|

|

| x

|

|

|

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

|

|

|

|

|

|

|

|

|

B

|

|

|

|

|

|

|

|

|

|

|

A

```

We want to find the height of the clock tower, which is CE. We have the angle of elevation ACD, which is 19 degrees, and the distance AB, which is 100 m. We can use tangent to find CE:

tan(ACD) = CE / AB

tan(19) = CE / 100

CE = 100 * tan(19)

CE ≈ 34.5 m (rounded to 1 decimal place)

Therefore, the height of the clock tower is approximately 34.5 m.

Answer:

Step-by-step explanation:

Comment

The question means that you are to break both numbers down in to prime factors. When you do, what do the numbers have in common

90: 2 * 3 * 3 * 5

126: 2 * 3 * 3 * 7

The bolded numbers are the primes in common

Primes in common (answer): 2 * 3 * 3 = 18

Answer: try 2

Step-by-step explanation:

Because u could divide then

The better buy is given by the following brand:

Brand A.

The better buy is obtained applying the proportions in the context of the problem.

A proportion is applied as the cost per ounce is given dividing the total cost by the number of ounces.

Then the better buy is given by the option with the lowest cost per ounce.

The cost per ounce for each brand is given as follows:

$8 per ounce is a lesser cost than $9.3 per ounce, hence the better buy is given by Brand A.

More can be learned about proportions at https://brainly.com/question/24372153

#SPJ1

Step-by-step explanation:

To answer this, we need to find the scale factor which is to find how much one individual car is worth.

So we need to divide 3.84 and 4.

3.84 ÷ 4 = 0.96

So each car is $0.96.

To find 20 toy cars, we need to multiply 0.96 and 20.

The answer is:

$19.20

The outlier boundaries for the given data set is: any value that is less than 30 or greater than 46.

An outlier in a data can be defined as any value that is less than Q1 - 1.5 × IQR or greater than Q3 + 1.5 × IQR.

Given the data, 34, 38, 41, 40, 36, 36, 38, 40, we have:

Q1 = 36

Q3 = 40

IQR = Q3 - Q1 = 40 - 36 = 4

Q1 - 1.5 × IQR = 36 - 1.5 × 4 = 30

Q3 + 1.5 × IQR = 40 + 1.5 × 4 = 46

Therefore, the outlier would be: any value that is less than 30 or greater than 46.

Learn more about outlier on:

https://brainly.com/question/24195133

#SPJ1

The meter is defined as the length of the path traveled. 1600 meters is equal to 0.994 miles.

This can be calculated by multiplying 1600 by 0.000621371, which is the conversion factor from meters to miles. The mile (mi) is a unit of length commonly used in the United States and the United Kingdom, while the meter (m) is the standard unit of length in the International System of Units (SI).

It's worth noting that in the SI system, the meter is defined as the length of the path traveled by light in vacuum during a time interval of 1/299,792,458 of a second. This makes the meter a convenient and precise unit of measurement for scientific applications. In everyday usage, however, the mile is often preferred for its practicality in navigation and transportation.

To ensure accurate results, it's important to use accurate conversion factors when converting between units of measurement. In this case, 1600 meters is equal to 0.994 miles, and this can be calculated by multiplying 1600 by 0.000621371. Understanding the difference between different systems of measurement and using accurate conversions is important for ensuring accurate results.

To know more about meters click here:

https://brainly.com/question/15600389#

#SPJ11

Answer:

2

Step-by-step explanation:

\(x + 17 = - 2x + 23 \\ \\ x + 2x = 23 - 17 \\ \\ 3x = 6 \\ \\ x = \frac{6}{3} \\ \\ x = 2\)

Answer:

x = 2

Step-by-step explanation:

First, we will move all the xs to one side and everything else to the other side.

x + 17 = -2x + 23

+2x       +2x

-17         -17

This gives us:

x + 2x = 23-17

Then we can just combine like terms:

3x = 6

And divide both sides by three:

x = 2

Answer:

the answer is 21x+11

Step-by-step explanation: hope this helps

Step-by-step explanation:

5(3x+3) + 2(3x-2)

15x + 15 6x - 4

15x + 16x + 15 - 4

21x + 11

Answer:

x - 4

Step-by-step explanation:

The difference means subtraction

The algebraic expression of the phrase is x-4.

One mathematical expression makes up a term. It might be a single variable (a letter), a single number (positive or negative), or a number of variables multiplied but never added or subtracted. Variables in certain words have a number in front of them. A coefficient is the number used before a phrase.

Given phrase:

The difference of x and 4.

Here, we have the phrase difference.

So, we will use the subtraction operation.

So, the algebraic expression,

x - 4.

Therefore, x -4 is the algebraic expression.

To learn more about the expression;

brainly.com/question/24242989  

#SPJ2

Answer:

1. blue

2. blue because I measured both lines with a ruler.

3. this one was harder to decide because when I look at the picture both lines look the same length but since I measured both lines with a ruler I realized that the blue line was longer that the red line.

Step-by-step explanation:

I actually measured both lines with a ruler and the blue line is just barely bigger that the red line

The easiest way to solve a system of equations is by using the substitution method.

The substitution method requires you to solve for one variable in one of the equations, substitute the answer into the other equation, and then solve for the remaining variable.

The easiest way to solve a system of equations is to use the substitution method. This method works by substituting one equation into the other to solve for one of the variables. Once the variable is found, it is then substituted back into the other equation to solve for the other variable. For example, if you have two equations: 3x + 2y = 5 and 4x - 2y = 6, you would solve the first equation for y and substitute the answer (y = (5 - 3x)/2) into the second equation. Then, you would solve the second equation for x (x = (6 + 2y)/4). Once you have the values for x and y, you can substitute them into either equation to check your answer.

Learn more about substitution method here:

https://brainly.com/question/30284922

#SPJ4

Variance and standard deviation are both measures of the dispersion or spread of a dataset, but they differ in terms of the unit of measurement.

Variance is the average of the squared differences between each data point and the mean of the dataset. It measures how far each data point is from the mean, squared, and then averages these squared differences. Variance is expressed in squared units, making it difficult to interpret in the original unit of measurement. For example, if we are measuring the heights of individuals in centimeters, the variance would be expressed in square centimeters.

Standard deviation, on the other hand, is the square root of the variance. It is a more commonly used measure because it is expressed in the same unit as the original data. Standard deviation represents the average distance of each data point from the mean. It provides a more intuitive understanding of the spread of the dataset. For example, if the standard deviation of a dataset of heights is 5 cm, it means that most heights in the dataset are within 5 cm of the mean height.

To illustrate the application of these measures, consider a dataset of test scores for two students: Student A and Student B.

If Student A has test scores of 80, 85, 90, and 95, and Student B has test scores of 70, 80, 90, and 100, we can calculate the variance and standard deviation for each student's scores.

The variance for Student A's scores might be 62.5, and the standard deviation would be approximately 7.91. For Student B, the variance might be 125 and the standard deviation would be approximately 11.18.

These measures help us understand how much the scores deviate from the mean, and how spread out the scores are within each dataset.

Learn more about standard deviation here:-

https://brainly.com/question/23986929

#SPJ11

From the picture we knwo that the minor arc MN is:

Now we have to notice that segment LM is tangent to the circle, this means that the angle 6 have to be half the value of minor arc MN, therefore:

Since the provided equation is inconsistent, it cannot intersect.

The definition of an equation in algebra is a mathematical statement that demonstrates the equality of two mathematical expressions. For instance, the equation 3x + 5 = 14 consists of the two equations 3x + 5 and 14, which are separated by the 'equal' sign. A mathematical statement known as an equation is made up of two expressions joined together by the equal sign. A formula would be 3x - 5 = 16, for instance. When this equation is solved, we discover that the value of the variable x is 7.

Here,

we can see that the second set of equation,

4x+2y=12

20x+10y=30

4/20=2/10≠12/30

1/5=1/5≠2/5

The given equation is inconsistent so it does not intersect.

To know more about equation,

https://brainly.com/question/2228446

#SPJ1

the misclassification error rate for the following xlminer confusion matrix and the accuracy value of the confusion matrix is 10.82% .

In the field of machine learning, specifically the problem of statistical classification (in unsupervised learning, it is typically referred to as a matching matrix), a confusion matrix, also known as an error matrix, is a specific table structure that enables visualizing the performance of an algorithm.

The literature describes both iterations of the matrix, where each row represents instances in an actual class and each column represents instances in a predicted class. Since it is straightforward to tell whether the system is combining two classes, the name was chosen (i.e. commonly mislabeling one as another).

accuracy is given by the formula :

Accuracy(%) = (true positive + true negative)/(positive + negative)

Here TP true positive =10

and TN true negative is 8.2

hence accuracy = (10+8.2) / (1+0)  %

Accuracy = 10.82%

Therefore the accuracy value of the confusion matrix is 10.82% .

learn more about of matrix here

https://brainly.com/question/29216338

#SPJ4

Answer:

Step-by-step explanation:

There are 7+4+1=12 marbles in the bag.  The chances of drawing a green one on the first draw is 7/12.  The chance of drawing a green marble on the second draw is 6/11 (since you didn't replace the first marble you drew).

To find the probability, you just multiply these fractions: 7/12*6/11= 7/22 (reduced fraction).

A trapezoid is a convex quadrilateral. A trapezoid has at least on pair of parallel sides. the parallel sides are called bases while the non parallel sides are called legs

Area of a trapezoid =   0.5 x (sum of the lengths of the parallel sides) x height

To learn more about trapezoids, please check: https://brainly.com/question/25748893

#SPJ1

Answer: 30, 20, 70

pretty sure I got it right

The algebraic expression of the part A is 6+7x. And the verbal expression for 3*(n+8) is "the triple of the sum between the numbers n and 8".

A linear expression can be represented by a line. The standard form for this equation is: y=ax+b , for example, y=2x+7.

First, you should choose a variable for unknow number. Here, the variable will be x. Then, 7 times a number can be represented for 7x.

The word more will be represented for the add symbol (+). Thus,

the algebraic expression is 6+7x.

The expression 3*(n+8) can be represented for the sentence:

The triple of the sum between the numbers n and 8.

Learn more about the algebraic expression here:

https://brainly.com/question/2164351

#SPJ1

Instead of developing the geometry, some examples of creating the workpart geometry during machining include:

Contour turning:

Profile milling:

To know more about the workpart geometry, here

https://brainly.com/question/15078855

#SPJ4

Answer:

\(104 ft^2\)

Step-by-step explanation:

The answer is \(104 ft^2\).

Divide the shape into 3 different rectangles. Now we have 2 rectangles that are 5 by 4.

The last rectangle is 16 by 4. (8-4 =4)

This is because 6+5+5=16.

Then you add up the area to get the whole figure.

The two smaller rectangles are 20 each or 40 altogether and the larger rectangle is 64.

When you add it up you get an area of \(104 ft^2\)

Answer:

1 + 1 = 2

Step-by-step explanation:

You're welcome.

To find the hole of a rational function, factor both the numerator and denominator and cancel out any common factors.

A rational function is a function that can be written as the ratio of two polynomial functions. A hole in a rational function occurs when both the numerator and denominator of the function have a common factor that can be cancelled out.

The resulting simplified function will have a hole at any value of x that would make the denominator zero after the common factors have been cancelled out.

This value of x is the x-coordinate of the hole. The y-coordinate of the hole can be found by evaluating the simplified function at this value of x. The hole represents a point on the graph of the function where it is undefined due to the cancellation of the common factors.

To know more about x-coordinate click on below link:

https://brainly.com/question/16634867#

#SPJ11

Answer:

affixwritersgmaicom

APP 447520635495

Answer:

No

Step-by-step explanation:

Does anyone have to do DELTA-MATH

Answer: Can you send the question that you have.

Step-by-step explanation:

The velocity function v(t) for the train traveling along a horizontal line is v(t) = 24t^2 - 6t + 2.

To get the velocity function v(t) for a train traveling along a horizontal line according to the position function s(t) = 8t^3 - 3t^2 + 2t + 4, you'll need to take the derivative of the position function with respect to time t.
Step 1: Differentiate the position function s(t) with respect to time t.
v(t) = ds(t)/dt = d(8t^3 - 3t^2 + 2t + 4)/dt
Step 2: Apply the power rule to each term.
v(t) = 3(8t^2) - 2(3t) + 2
Step 3: Simplify the expression.
v(t) = 24t^2 - 6t + 2
So, the velocity function v(t) for the train traveling along a horizontal line is v(t) = 24t^2 - 6t + 2.

Learn more about velocity function here, https://brainly.com/question/25749514

#SPJ11

Answer:

Every year, a pet food company sells its food to stores across the nation. ... In the first month of the new year, the Midwest region secured sales orders from ... Suppose the strategy of the pet food company is to increase the proportion of ... Do you think additional field training is necessary for all of the sales representatives?

Step-by-step explanation:

To prove that \( G \) is isomorphic to \( \mathbb{Z}_2 \times \mathbb{Z}_2 \), we can use the concept of the internal direct product.

Let \( G = \{e, a, b, c\} \) be a non-cyclic group of order 4. We want to show that there exist subgroups \( H \) and \( K \) of \( G \) such that:

1. \( H \) is isomorphic to \( \mathbb{Z}_2 \).

2. \( K \) is isomorphic to \( \mathbb{Z}_2 \).

3. \( H \cap K = \{e\} \).

4. \( HK = G \).

First, let's define \( H = \{e, a\} \) and \( K = \{e, b\} \). It is clear that \( H \) and \( K \) are subgroups of \( G \) since they both contain the identity element and are closed under the group operation.

Now, we need to show that \( H \) and \( K \) satisfy the properties of an internal direct product:

1. \( H \) is isomorphic to \( \mathbb{Z}_2 \): Since \( H = \{e, a\} \), we can see that \( H \) is isomorphic to \( \mathbb{Z}_2 \) under the operation of addition modulo 2. The mapping \( \phi : H \to \mathbb{Z}_2 \) defined by \( \phi(e) = 0 \) and \( \phi(a) = 1 \) is an isomorphism.

2. \( K \) is isomorphic to \( \mathbb{Z}_2 \): Similar to \( H \), we can see that \( K \) is isomorphic to \( \mathbb{Z}_2 \) under addition modulo 2. The mapping \( \psi : K \to \mathbb{Z}_2 \) defined by \( \psi(e) = 0 \) and \( \psi(b) = 1 \) is an isomorphism.

3. \( H \cap K = \{e\} \): The intersection of \( H \) and \( K \) is the identity element \( e \). This follows from the fact that \( a \) and \( b \) are distinct elements in \( G \), and no other element is common to both \( H \) and \( K \).

4. \( HK = G \): It can be observed that \( HK = \{e, a, b, c\} = G \), as every element in \( G \) can be expressed as a product of an element from \( H \) and an element from \( K \).

Since \( H \) and \( K \) satisfy all the properties of an internal direct product, we conclude that \( G \) is isomorphic to \( \mathbb{Z}_2 \times \mathbb{Z}_2 \).

to learn more about -isomorphic groups click here:

brainly.com/question/31399750

#SPJ11