A tent is in the shape of a triangular prism whose base is an isosceles triangle find the area and volume of the tent

The position of  √17 between 4 and 5, which is nearer 5, and the location of 6, which is between 2 and 3, which is nearer 2.

A visual representation of real numbers in a linear manner is a number line. It is a straight line that is divided into intervals or segments, each of which stands for a distinct real number value.

Number lines can be vertical or horizontally oriented, and they can also have a positive or negative orientation. Positive numbers often extend to the right or up, whereas negative numbers typically extend to the left or down. The origin of the number line, or zero, is typically situated in the middle of the line.

The number line is a crucial tool in mathematics since it offers a means of representing numerical relationships visually and carrying out fundamental arithmetic operations. For instance, positive and negative motions along a number line can be used to depict addition and subtraction, respectively, with positive movements denoting addition and negative movements denoting subtraction. On a number line, multiplication and division can alternatively be shown as repeated addition or subtraction.

If we have a number line with the proper markings, we may indicate where the square roots of 17 and 6 are located as follows:

To begin, determine the approximate square root values:

√17 is between 4 and 5, since 4² = 16 and 5² = 25.

√6 is between 2 and 3, since 2² = 4 and 3² = 9.

Place the number √17 closer to 5, between 4 and 5.

Place the number √6 between the numbers 2 and 3, closer to 2.

Since 6 and 17 are not integers and their values are not evenly spaced, it should be noted that their markings will not be evenly spaced on the number line.

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Number line attached below,

Answer:

y-(-10)= 1(x-(-20))

Step-by-step explanation:

Answer:

The equation is y = x - 10.

Step-by-step explanation:

Firstly, you have to find the gradient using the formula :

\(m = \frac{y2 - y1}{x2 - x1} \)

Let (x1,y1) = (-10,-20)

Let (x2,y2) = (1,-9)

\(m = \frac{ - 9 - ( - 20)}{1 - ( - 10)} \)

\(m = \frac{ - 9 + 20}{1 - 10} \)

\(m = \frac{11}{11}\)

\(m = 1\)

Next substitute first coordinate into y - y1 = m(x - x1) :

\(y - y1 = m(x - x1)\)

Let y1 = -20,

Let x1 = -10,

\(y - ( - 20) = 1(x - ( - 10))\)

\(y + 20 = 1(x + 10)\)

\(y + 20 = x + 10\)

\(y = x + 10 - 20\)

\(y = x - 10\)

Answer:

12%

Step-by-step explanation:

Percentage discount

\( = \frac{discount}{original \: price} \times 100\% \\ = \frac{90 - 79.20}{90} \times 100\% \\ = 12\%\)

☆ Discount= original price -marked price

Answer:

5th or 6th grade

Step-by-step explanation:

The reason why we learn geography in 5th grade is to prepare us for 6th grade geography. The reason why we learn geography in 6th grade is because Geography helps us understand basic physical systems that affect everyday life. In other words, geography is a nice skill to have when you're learning about the water cycle or rock formations, or the moving of the tectonic plates (and other natural disasters). It's also a very important skill to have when you want to start traveling.

Suppose a life insurance company sells a $150,000 one-year term life insurance policy to a 23-year-old female for $260 the expected value of this policy to the insurance company will be:$198.35

Expected value=(260×0.999589)-(150,000-$260)×(1-0.999589)

Expected value=259.89314-149,740×0.000411

Expected value=$198.35

Interpretation of the Expected value:

Based on the above calculation the insurance company is expect to make an average profit of $198.35 on every 23-year-old female it insured for 1 year.

Inconclusion Suppose a life insurance company sells a $150,000 one-year term life insurance policy to a 23-year-old female for $260 the expected value of this policy to the insurance company will be:$198.35

Answer:

-22

Step-by-step explanation:

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James earned a $13 per hour rate and Alex earned a $12 per hour rate thus option (A) is correct.

The rate of change is the change of a quantity over 1 unit of another quantity.

Most of the time the rate of change is the change concerning time.

For example the speed 3meter/second.

As per the given number of hours and money earned table.

For James,

Rate of change or earned per hour = 26/2 = $13

For Alex,

Rate of change or earned per hour = 36/3 = $12

Hence "James earned a $13 per hour rate and Alex earned a $12 per hour rate".

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We can say that after answering the offered question Therefore, the proportionality constant of proportionality in this scenario is 11.25.

Proportionate relationships are those that have the same ratio every time. For example, the average number of apples per tree defines how many trees are in an orchard and how many apples are in an apple harvest. Proportional refers to a linear relationship between two numbers or variables in mathematics. When the first quantity doubles, the second quantity doubles as well. When one of the variables decreases to 1/100th of its previous value, the other falls as well. When two quantities are proportional, it means that when one rises, the other rises as well, and the ratio between the two remains constant at all values. The diameter and circumference of a circle serve as an example.

In this case, we may use the following formula to calculate the proportionality constant:

proportionality constant = output/input

where the output is John's pay and the input is the number of hours he worked.

As a result, the proportionality constant is:

Paycheck/hours worked = proportionality constant

proportionality constant = 450/40

proportionality constant = 11.25

As a result, the proportionality constant in this scenario is 11.25.

In this case, we may use the following formula to calculate the proportionality constant:

proportionality constant = output/input

where the output is John's pay and the input is the number of hours he worked.

As a result, the proportionality constant is:

Paycheck/hours worked = proportionality constant

proportionality constant = 450/40

proportionality constant = 11.25

Therefore, the constant of proportionality in this scenario is 11.25.

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Check the picture below.

so the parabolic path of the object is more or less like the one shown below in the picture, now this object has an initial of 1240 ft, as it gets thrown from the ski lift, so from 0 seconds is already higher than 1000 feet.

\(h=-16t^2+32t+1240\hspace{5em}\stackrel{\textit{a height of 1000 ft}}{1000=-16t^2+32t+1240} \\\\\\ 0=-16t^2+32t+240\implies 16t^2-32t-240=0\implies 16(t^2-2t-15)=0 \\\\\\ t^2-2t-15=0\implies (t-5)(t+3)=0\implies t= \begin{cases} ~~ 5 ~~ \textit{\LARGE \checkmark}\\ -3 ~~ \bigotimes \end{cases}\)

now, since the seconds can't be negative, thus the negative valid answer in this case is not applicable, so we can't use it.

So the object on its way down at some point it hit 1000 ft of height and then kept on going down, and when it was above those 1000 ft mark  happened between 0 and 5 seconds.

Answer: As we know that the formula of outlier is

IQR = Q3 - Q1

= 52 - 32

= 20

52 + 1.5(20) = 82...

so anything above 82 is an outlier

now

32 - 1.5(20) = 2.

..anything below 2 is an outlier

so...the 83 is outlier

so correct option is D

hope it helps

Step-by-step explanation:

Answer:

Solving gives us the result, x = 2, y = -1

Step-by-step explanation:

The system of equations is,

y = 2x-5

y=-2x+3

equating the two equations, we get,

(since y = y)

\(2x-5 = -2x + 3\\4x -5 = 3\\4x = 3+5\\4x=8\\x=8/4\\x=2\)

and then since y = 2x-5

\(y=2(2)-5\\y=-1\)

so, x =2, y = -1

Answer:

y = -6x + 8

Step-by-step explanation:

\begin{bmatrix}6x+y=8\\ y=-6x+8\end{bmatrix}

I don't know why it came out like this

Answer:

2 60in 56 going in the 60 two weeks 46ms

Answer:

12.5in.

x=.5t+11

Step-by-step explanation:

First of all, create the equation so you can solve both questions at once. We know that Sydney had eleven inches of snow on her lawn, and it doesn't dissapear, so it starts with x=11. Then every hour she gets .5 inches per hour, and the amount of hours is t, so that will translate to .5t. that makes the equation x=.5t+11. To find out how much she would have in three hours, substitute 3 for t, which which goes like this: x=.5(3)+11

x=1.5+11

x=12.5

Answer:

Snow after 3 hours: 12.5

Snow after t hours: 11+0.5t

To describe the center of the data, we can use either the mean or the median.

To describe the variation of the data, we can use either the range or the interquartile range (IQR).

Looking at the dot plot, it seems that the data is somewhat skewed to the right, with a few high-priced outliers. In this case, the median and the IQR may be more appropriate measures of the center and variation, respectively, as they are less sensitive to outliers.

To find the median and IQR:

Arrange the data in order from smallest to largest.

Find the median, which is the middle value. If there are an even number of values, take the average of the two middle values.

Find the first quartile, which is the median of the lower half of the data.

Find the third quartile, which is the median of the upper half of the data.

Calculate the IQR as the difference between the third quartile and the first quartile.

Here are the steps applied to the dot plot:

We can see that the smallest value is about 20 and the largest value is about 120, giving a range of 100 dollars.

The median is approximately 60 dollars, as it is the middle value between the 11th and 12th data points when the data is arranged in order.

The first quartile is approximately 40 dollars, as it isthe median of the lower half of the data points, which are found below the median.

The third quartile is approximately 80 dollars, as it is the median of the upper half of the data points, which are found above the median.

The IQR can be calculated as the difference between the third quartile and the first quartile, which is approximately 40 dollars.

Therefore, the most appropriate measures to describe the center and the variation for this data set are the median and the interquartile range (IQR), respectively. The median is approximately 60 dollars, and the IQR is approximately 40 dollars.

Answer: 470.4 N

Step-by-step explanation:

Concept:

1 kg on Earth = 9.8 N

Given information:

Mass = 48 kg

Find the weight on Earth

1 kg = 9.8 N

48 kg = 48 * 9.8 = \(\Large\boxed{470.4N\\}\)

Hope this helps!! :)

Please let me know if you have any questions

Answer:

yes, it would change because the place value

The probability that the sample mean is greater than 105 is 0.6269, and the probability that the sample standard deviation is greater than 18 is 0.7807.

a) P(X > 105) = P(Z > (105-100)/15) = P(Z > 0.33) = 0.6269

(b) P(S > 18) = P(Z > (18-15)/15) = P(Z > 0.2) = 0.7807

To find the probability of a sample mean and sample standard deviation being greater than a certain value, we can use the Z-score formula. The Z-score is the number of standard deviations away from the mean a data point is. To find the probability, we can then use the Z-table to look up the probability of a Z-score being greater than the number calculated.

In part (a), we are looking for the probability that the sample mean is greater than 105. Using the Z-score formula, this is (105-100)/15 = 0.33. Looking up this value in the Z-table gives us a probability of 0.6269.

In part (b), we are looking for the probability that the sample standard deviation is greater than 18. Using the Z-score formula, this is (18-15)/15 = 0.2. Looking up this value in the Z-table gives us a probability of 0.7807.

Therefore, the probability that the sample mean is greater than 105 is 0.6269, and the probability that the sample standard deviation is greater than 18 is 0.7807.

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A dot plot, also known as a strip plot or dot chart, is a simple form of data visualization that consists of data points plotted as dots on a graph with an x- and y-axis. These types of charts are used to graphically depict certain data trends or groupings.

According to the given data

The total number of students in Gina's after-school program is 15 students.

Now,

The number of students who have 4 or more siblings is = 3+1 = 4

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Answer: You draw the shape on the coordinate plan and then you can count the number of unit squares

Step-by-step explanation:

Answer:

x = 5

Step-by-step explanation:

to get x alone you need to add 3 to both sides

3+2 = x -3 +3

x = 3+2

Answer:

x = 5

Step-by-step explanation:

First, you can move -3 to the left hand side. This results in \(2 + 3=x\), now, we add 2+3. \(5=x\). This is optional: Now, you can switch the placements so it looks easier to read; \(x=5\)

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Answer: The quotient is 3y² + 2y - 1.

Step-by-step explanation:

You can use long division to solve this expression by setting the dividend under the roof and the divisor outside as you would normally do when dividing numbers.

1) Look at the first term of the dividend, 15y³, and the first term of the divisor, 5y. Determine what value multiplied by 5y would give you 15y³. The answer is 3y², and given the number, you multiply it by the WHOLE divisor.

3y²(5y + 6) = 15y³ + 18y² <-- subtract this from the dividend.

2) Continue this process and make sure to drag down the next term for each new value you form after subtracting. Keep in mind of any negative values! When you reach up to -5y, determine what value multiplied by 5y would give you the value of -5y, which would be -1.

3) You should be left with a remainder of 0, leaving you with a quotient of 3y² + 2y - 1.

Answer:

y = \(\frac{4}{5}\) x + \(\frac{6}{5}\)

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = \(\frac{y_{2}-y_{1} }{x_{2}-x_{1} }\)

with (x₁, y₁ ) = (- 4, - 2) and (x₂, y₂ ) = (6, 6) ← 2 points on the line

m = \(\frac{6-(-2)}{6-(-4)}\) = \(\frac{6+2}{6+4}\) = \(\frac{8}{10}\) = \(\frac{4}{5}\) , then

y = \(\frac{4}{5}\) x + c ← is the partial equation

to find c substitute either of the 2 points into the partial equation

using (6, 6 ) , then

6 = \(\frac{24}{5}\) + c ⇒ c = \(\frac{30}{5}\) - \(\frac{24}{5}\) = \(\frac{6}{5}\)

y = \(\frac{4}{5}\) x + \(\frac{6}{5}\) ← equation of line

Answer:

33.3

Step-by-step explanation:

You need to divide 200  and 150 to get you 4/3. Then you will have to _____________________________

Answer: To find the probability that a person chosen at random has a median lifetime income between 1 to 2 standard deviations below the mean, we need to calculate the area under the normal distribution curve within that range.

First, let's define the variables:

μ = Mean lifetime income = $25800

σ = Standard deviation = $14000

We want to find the probability of having a median lifetime income between 1 to 2 standard deviations below the mean.

1 standard deviation below the mean would be μ - σ, and 2 standard deviations below the mean would be μ - 2σ.

μ - σ = $25800 - $14000 = $11800

μ - 2σ = $25800 - 2 * $14000 = $-2200

Next, we need to find the z-scores for these values. The z-score represents the number of standard deviations a given value is from the mean in a standard normal distribution.

For μ - σ:

z1 = (11800 - μ) / σ = (11800 - 25800) / 14000 ≈ -1.5714

For μ - 2σ:

z2 = (-2200 - μ) / σ = (-2200 - 25800) / 14000 ≈ -2.2857

Using a standard normal distribution table or a statistical software, we can find the corresponding probabilities associated with these z-scores.

The probability of having a median lifetime income between 1 to 2 standard deviations below the mean is the difference between the probabilities corresponding to z1 and z2.

P(1 to 2 standard deviations below the mean) = P(z1 < Z < z2)

You can refer to a standard normal distribution table or use statistical software (such as Excel, R, or Python) to calculate the probabilities. The exact values may vary depending on the specific table or software used.

Step-by-step explanation:

7:8:9=10.5:12:13.5.

hope this helps you.

Answer: 1

Step-by-step explanation:

Let's look at two points on this line (0, 1), and (1, 2)

Using the slope formula (\(\frac{(y_2-y_1)}{(x_2-x_1)}\))

\(\frac{(2-1)}{(1-0)} =\frac{1}{1}=1\)

Hope it helps :)

Answer:

bro be more specific plssssaass

This is the quotient of (-15b^5 + 18b^3) divided by 3b. The expression simplifies to -5b^4 + 6b^2.

To find the quotient of the expression (-15b^5 + 18b^3) divided by 3b, we can perform the division by simplifying each term separately.

First, let's divide -15b^5 by 3b:

(-15b^5) / (3b) = -15/3 * b^5/b = -5 * b^(5-1) = -5b^4

Next, let's divide 18b^3 by 3b:

(18b^3) / (3b) = 18/3 * b^3/b = 6 * b^(3-1) = 6b^2

Now, we have simplified each term individually. The resulting expression is:

-5b^4 + 6b^2

This is the quotient of (-15b^5 + 18b^3) divided by 3b. The expression simplifies to -5b^4 + 6b^2.

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