Please find the volume of the triangular prism
The volume of the triangular prism is 144cm³
What is the volume of the triangular prism?The volume is given by the formula:
V = B*L
Where B is the area of the triangular face and L is the length.
The area of the triangular face in this case is:
B = 3cm*8cm/2 = 12cm²
And we can see that the length is 12 cm, then the volume is:
V = 12cm²*12cm = 144cm³
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Given the quantity of 3 x squared plus x minus 4, all over x minus 1, what are the domain and range? domain is x is all real numbers where x does not equal negative 1 comma range is y is all real numbers where y does not equal 1 domain is x is all real numbers where x does not equal 1 comma range is y is all real numbers where y does not equal negative 1 domain is x is all real numbers where x does not equal negative 1 comma range is y is all real numbers where y does not equal negative 7 domain is x is all real numbers where x does not equal 1 comma range is y is all real numbers where y does not equal 7
The domain of the expression is a real number except 1 and the range of the expression is also a real number.
What are domain and range?The domain means all the possible values of x and the range means all the possible values of y.
The expression is given below.
(3x² + x - 4) / (x - 1)
The expression can be written as
(3x² + 4x - 3x - 4) / (x - 1)
[(3x + 4)(x - 1)] / (x - 1)
3x + 4
The domain of the expression is a real number except 1 and the range of the expression is also a real number.
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Ursula mixed 3 cups of dry ingredients with 1 cups of liquid ingredients. Estimate the amount of dry ingredients Ursula used.
i know this isnt high school math it just says it is
Which statement is true?
A. When there is no outlier, the mean is skewed in one direction.
B. When there is no outlier, the median is skewed in one direction.
C. When there is no outlier, the mean is the appropriate measure of
center.
D. When there is no outlier, the median cannot be used as the
measure of center.
C. When there is no outlier, the mean is the appropriate measure of center.
When there are no outliers in a dataset, the mean is a good measure of center because it takes into account the values of all the data points. The median is also a good measure of center, but it may not be the best choice if there are extreme values or outliers in the dataset, as it can be influenced by those values. However, when there are no outliers, both the mean and the median are appropriate measures of center.
Option A is not true because the mean is not skewed in one direction when there is no outlier. Skewness refers to the shape of the distribution, and it can be affected by outliers, but not by the absence of outliers.
Option B is not true because the median is not skewed in one direction when there is no outlier. Skewness refers to the shape of the distribution, and the median is not affected by the shape of the distribution, but by the position of the values.
Option D is not true because the median can be used as the measure of center even when there is no outlier. It is a robust measure of center that is not influenced by extreme values.
What is -1 1/2 x -5 2/3 ?
Answer:
17/2 (or) 8.5
Step-by-step explanation:
Let's solve the problem,
→ -1 1/2 × -5 2/3
→ (-3/2) × (-17/3)
→ 17/2 (or) 8.5
So, the answer is 17/2.
All else being equal, if you cut the sample size in half, how does this affect the margin of error when using the
sample to make a statistical inference about the mean of the normally distributed population from which it was
drawn?
ME-
Z. S
O The margin of error is multiplied by √0.5-
The margin of error is multiplied by √√2.
The margin of error is multiplied by 0.5.
O The margin of error is multiplied by 2.
The correct answer is: The margin of error is multiplied by √2.
When you cut the sample size in half, it affects the margin of error when making a statistical inference about the mean of a normally distributed population. The margin of error is a measure of the uncertainty or variability in the estimate of the population mean based on the sample.
To understand how the margin of error changes, we need to consider the relationship between the sample size and the margin of error. Generally, as the sample size increases, the margin of error decreases, indicating a more precise estimate of the population mean.
If the sample size is reduced by half, it means that the sample becomes smaller. In statistical theory, the margin of error is inversely proportional to the square root of the sample size. Therefore, when you cut the sample size in half, the margin of error is multiplied by the square root of 2 (√2).
Mathematically, if the original margin of error is denoted as ME, then the new margin of error (ME') after halving the sample size can be calculated as:
ME' = ME * √2
So, the correct answer is: The margin of error is multiplied by √2.
This implies that decreasing the sample size by half increases the margin of error by approximately 41.4% (since √2 ≈ 1.414). The increased margin of error indicates a higher level of uncertainty and less precision in estimating the population mean based on the smaller sample size.
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I need some help please
Answer:
Step-by-step explanation:
I think is x-1
It is because you need to find f(1) and the formula of x-1 when x is greater and equal to 1.
Kierra conducts a survey in her neighborhood to find out how many males and females attend summer camp. part of her survey results are shown Enter values in the blanks to complete the table for Kierra's survey results.
The full scope of her survey or the methodology she used to collect her data.
According to Kierra's survey results, it seems that the number of females attending summer camp is slightly higher than the number of males. To complete the table for her survey results, we can use the following information:
- In the "Gender" column, we can write "Male" and "Female" to represent the two categories Kierra surveyed.
- In the "Number of Participants" column, we can fill in the values that Kierra collected from her neighborhood.
For example, if she surveyed 100 people and found that 40 of them were males attending summer camp, we can write "40" in the row for "Male" under the "Number of Participants" column.
- We can then add up the values in each row to find the total number of participants in each category. For example, if Kierra found that 60 females attended summer camp, we can write "60" in the row for "Female" under the "Total" column.
| Gender | Number of Participants | Total |
|--------|----------------------|-------|
| Male | 40 | 100 |
| Female | 60 | 100 |
It's important to note that this is only a small part of Kierra's survey results, and we don't know the full scope of her survey or the methodology she used to collect her data.
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Determine which situation could be represented by the following system of linear equations. x+y=70 8x+5y=410 A. At the floral shop, Mary buys eight large bouquets and five small bouquets for a total of $410. Mark buys one large bouquet and one small bouquet for $70 less than Mary pays. B. Packs of file folders cost $8 each and boxes of pens cost $5. An office manager ordered 70 more boxes of pens than packs of file folders and paid a total of $410. C. Each student at an elementary school is required to have five notebooks and eight pencils. One grade has a total of 70 school supplies and another grade has a total of 410 school supplies. D. Evaporated milk comes in eight-ounce cans and five-ounce cans. A grocery store sold 410 ounces of evaporated milk in 70 cans.
Answer:
A
Step-by-step explanation:
Because x+y=70, x=1 large bouquet and y= 1 small bouquet.
A worker pushes a wheelbarrow with a force of 20N downward and to the left, as shown in the figure below. The angle the handle makes with the horizontal is 34°. Note that the figure is not drawn to scale. Write the force vector F in the form =F+aibj. Do not round any intermediate computations, and round the values in your answer to the nearest hundredth. f=
Answer:
The values of F will be "16.58 i + 11.18 j".
Step-by-step explanation:
The given values are:
Force, F = 20 N
Angle, Ф = 33°
The formula use in the given scenario will be:
⇒ \(x=a \ Cos\theta\)
⇒ \(y=a \ Sin\theta\)
Now,
For Force, \(F=ai+bj\)
⇒ \(a=F \ Cos\theta\)
⇒ \(=20 \ Cos(34^{\circ})\)
⇒ \(=20\times .829\)
⇒ \(=16.58\)
and,
⇒ \(b=F \ Sin\theta\)
⇒ \(=20 \ Sin(34^{\circ})\)
⇒ \(=20\times .55\)
⇒ \(=11.18\)
So that,
⇒ \(F=16.58 \ i+11.18 \ j\)
help me and please tell me how did you get the answer
Answer:
The sum is 10
Step-by-step explanation:
Given: 2 1/2 + 2 1/2 + 2 1/2 + 2 1/2
Rewrite: 4(2 1/2)
Make fraction improper: 4(5/2)
Distribute: 20/2
Simplify: 10
Helppppp meeeeeeeeeeeeeeeee
Answer:
A. 8/10
Step-by-step explanation:
(0.8 × 10) / (1 × 10) = 8/10 (since, multiplying 10 shifts the decimal point towards the right by one place)
Further, we can reduce fractions 8/10 by dividing the numerator and denominator by 2.
(8 ÷ 2) / (10 ÷ 2) = 4/5
Thus, 0.8 as a fraction is 8/10 or 4/5
Answer:
C
Step-by-step explanation:
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Rectangle ABCD is congruent to rectangle A"B"C"D"
Which sequence of transformations could have been used to
transform rectangle ABCD to produce
rectangle A"B" C"D" ?
O
Rectangle ABCD was reflected across the y-axis
and then across the x-axis.
Rectangle ABCD was rotated 180° around the
origin and then translated 7 units down.
Rectangle ABCD was translated 2 units left and
then 3 units down.
Rectangle ABCD was translated 8 units left and
then 7 units down.
-7-6-5-4-3-2
B
0
4
3
2
A
B
2
O
U
The correct sequence of transformations that could have been used to transform rectangle ABCD to produce rectangle A"B"C"D" is:
Rectangle ABCD has translated 2 units left and then 3 units down.
We have,
From the graph,
We see that,
The sequence of transformations shifts the rectangle horizontally by 2 units to the left and vertically by 3 units downward, resulting in the new rectangle A"B"C"D" with the given coordinates
A' = (-6, -3), B' = (-6, -5), C' = (-2, -5), and D' = (-2, -3).
Therefore,
Rectangle ABCD has translated 2 units left and then 3 units down.
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Mike needs to eat less than 2000 calories in a day.He already ate 1780 calories and wants to eat a few more snacks that are 85 calories each. Write an inequality to find out how many snacks Mike can eat.
Answer:
Mike can eat 2 more snacks.
Step-by-step explanation:
2,000-1,780=220
220 divided by 85=2.5
Since he wants to eat less than 2,000, than you would round it to 2.
-12 (-3)+7=
help plz?
Points y,B, and Q are shown on the coordinate plain. If Y,B and Q are the vertices of a triangle what is the perimeter to the nearest tenth of a unit of triangle YBQ
Answer: sqrt(61)
Step-by-step explanation:
For parts a) and c1), refer to the attached picture.
For part b), the distance formula is:
d = sqrt[(x2 - x1)^2 + (y2 - y1)^2]
Using x1 = -1, y1 = -4, x2 = -6, y2 = 2:
d = sqrt[(-6 + 1)^2 + (2 + 4)^2] = sqrt[25 + 36] = sqrt(61)
Part c2) Another way to find the length of AB without using the distance formula is by drawing the line and measuring it according to the scale.
Part d) This will only work as long as the graph paper is accurately made, and the scale computation is done correctly. However, this will only give approximations, and will not give an exact answer when radicals are involved.
here giving 100 for right answer
Answer: 4v
Step-by-step explanation:
Answer:
6
Step-by-step explanation:
x-3 6
---- = ----
5 10
to get from 5 to 10 we multiply 5 by 2
so...
to find out what x is we need to divide 6 by 2
which is
= 3
so we know that x-3 has to be equal to 3
therefore x=6
and to check:
6-3= 3
so
3 6
-- = ----
5 10
therefore x=6
Hope this helped you- have a good day bro cya)
My teacher salary in 1996 was $21,129 and in 2019 it was $58,429. What was my percent of change? Round to the nearest tenth.
9514 1404 393
Answer:
176.5%
Step-by-step explanation:
The percentage change can be computed from ...
percent change = ((new value)/(old value) -1) × 100%
= (58429/21129 -1) × 100%
= (2.7653 -1) × 100%
percent change ≈ 176.5%
_____
Additional comment
The average annual increase can be found by taking the root of the ratio, where the root index is the number of years. The percentage increase each year is that root less 1.
(2.7653^(1/(2019 -1996)) -1 ≈ 4.5% . . . per year for 23 years
Mary says that the expression a/z has no terms because there are no plus or minus signs.Explain whether her reasoning is correct
the amount of terms in the expression is unaffected by the absence of plus or minus signs. Mary is incorrect in her thinking. The amount of terms in an expression is not based on whether plus or minus signs are present.
What is the expression a/z has no terms?Mary's reasoning is not correct. The presence of plus or minus signs does not determine the number of terms in an expression.
In algebraic expressions, a term is a product of numbers and variables, and it can be separated from other terms by addition or subtraction signs.
In the expression a/z, there is only one term, which is a divided by z. It does not have any other terms because there are no other products of numbers and variables separated by addition or subtraction signs.
Therefore, in this case, the lack of plus or minus signs does not affect the number of terms in the expression.
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The length of a rectangular rug is given as 0.9m, correct to the nearest ten centimeters .The width of the rug is given as 0.6m, correct to the nearest ten centimeters. Find the lower bounds, in meters, of the perimeter of the rug.
Answer:
The lowest bound step 1 is change to measures of m to cm =900 lower bound = 895 and 600 = 595 to nearest 10 cm Therefore ; 895 + 895 + 595 + 595 = 2980 cm = p(cm) ≥ 2980
sin(73) = cos (x) pls help lol
30 Children lined up to jump
rope 9 children joined them
4. Children left to get a drink of
water How many children
were left in the line?
30 children lined up to jump rope 9 children joined them so total number of children in the line 30+9=39 4 children left to get a drink of water. Therefore, the total number of children left in the line was 39-4=35 .
Initially, there were 30 children lined up to jump rope. Later, 9 children joined them, making the total number of children in the line 30+9=39. However, after some time, 4 children left to get a drink of water. Therefore, the total number of children left in the line was 39-4=35.
To understand the solution, we can use basic arithmetic operations. First, we add the number of children who joined the line to the initial number of children to find the total number of children in the line, which is 30+9=39. Then, we subtract the number of children who left the line from the total number of children in the line to find the number of children left in the line, which is 39-4=35.
In conclusion, after 4 children left to get a drink of water, there were 35 children left in the line. It is important to pay attention to the changes in the number of children and use basic arithmetic operations to find the solution.
Considering the given terms, initially there were 30 children in the line. 9 children joined them, increasing the number to 39. Then, 4 children left to get a drink of water, so there were 35 children left in the line.
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A regular octagon is an eight-sided polygon with side lengths that are all equal. All three octagons are scale drawings of each other. Use the chart and the side lengths to compute each scale factor as a percent. How can we check our answers
Answer:
1.) 1.12/10= 1 2/10= 1.2% 10*1.2%=12
2.) 8/10=0.80% 10*0.80=8
3.)10/12=0.83% 12*0.83=10
%*whole
the sample size formula for estimating a proportion using a confidence interval with margin of error e involves the product p(1-p). this product is not known. a conservative approach is to use
A value of 0.25 for p(1-p) in the sample size formula when the true value of p is unknown.
This is because the value of p(1-p) is maximum when p=0.5, and since we do not have any information about the true value of p, assuming p=0.5 is the most conservative approach. Therefore, to calculate the sample size required to estimate a proportion using a confidence interval with a margin of error e, we can use the formula:
\(n = [z^2 * p(1-p)] / e^2\)
where z is the z-score corresponding to the desired level of confidence (e.g., 1.96 for 95% confidence), and e is the desired margin of error. We can use p=0.5 and solve for n to get a conservative estimate of the sample size required for the given confidence level and margin of error.
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If prior knowledge or data suggests that the proportion is significantly different from 0.5, then a more accurate estimate of p should be used in the formula.
To calculate the sample size formula for estimating a proportion using a confidence interval with a margin of error e, we
use the following formula:
\(n = (Z^2 × p × (1-p)) / e^2\)
where n is the required sample size, Z is the Z-score corresponding to the desired level of confidence,
p is the estimated proportion, and
e is the margin of error.
Since the product p(1-p) is not known, a conservative approach is to use p = 0.5, which is the value that maximizes the
product p(1-p) for any given proportion.
This approach ensures that the sample size will be large enough to obtain a reliable estimate of the proportion, even if
the true proportion is close to 0 or 1. However, if prior knowledge or data suggests that the proportion is significantly
different from 0.5, then a more accurate estimate of p should be used in the formula.
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A research poll included 1661 randomly selected adults who were asked whether "global warming is a problem that requires immediate government action." Results showed that 957 of those surveyed indicated that immediate government action is required. A news reporter wants to determine whether these survey results constitute strong evidence that the majority (more than 50%) of poople believe that immediate government action is required. Complete parts (a) through (e) below. a. What is the bost estimate of the proportion of adults who believe that immediato government action is required? The best estimate is (Round to three decimal places as needed)
A0. The best estimate of the proportion of adults who believe that immediate government action is required.
The bost estimate of the proportion of adults who believe that immediate government action is required is given by the following formula:
P-hat = (Number of individuals who responded yes to the question) / (Total number of individuals polled)
= 957/1661
= 0.576 (rounded to three decimal places)
Therefore, the best estimate of the proportion of adults who believe that immediate government action is required is 0.576.
A research poll is a process of collecting data by asking questions or gathering information from a group of people. It is commonly used to determine public opinion or to evaluate attitudes towards specific topics. In general, research polls are conducted by sampling a small proportion of the population that is representative of the entire group.
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A softball pitcher has a 0.431 probability of throwing a strike for each pitch. If the softball pitcher throws 22 pitches, what is the probability that exactly 12 of them are strikes?
Round your answer to 2 decimal places.
The probability that exactly 12 out of 22 pitches are strikes is approximately 0.18 (rounded to two decimal places).
To find the probability that exactly 12 out of 22 pitches are strikes, we can use the binomial probability formula. In this case, the probability of throwing a strike for each pitch is 0.431, and we want to calculate the probability of getting exactly 12 strikes out of 22 pitches.
Using the binomial probability formula, the probability of getting exactly 12 strikes out of 22 pitches is:
P(X = 12) = C(22, 12) * (0.431)^12 * (1 - 0.431)^(22 - 12)
where C(22, 12) represents the number of ways to choose 12 strikes out of 22 pitches.
Calculating this probability, we find:
P(X = 12) = 22! / (12! * (22 - 12)!) * (0.431)^12 * (1 - 0.431)^(22 - 12)
P(X = 12) ≈ 0.1832
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The product of c and 3 is greater than -26
Answer:
The given phrase "The product of c and 3" can be converted into an algebraic equation as C (times) 3
Step-by-step explanation:
I might be wrong but i rlly hope this helps u in some way :)
Answer:
\(3c > -26\)
Step-by-step explanation:
"The product of c and 3" means to multiply c with 3: \(c * 3\) or \(3c\)
"is greater than": \(>\)
"-26": -26
Put the terms together:
"The product of c and 3 is greater than 3": \(3c > -26\)
ask the user to input a number between 1 and 1000 ten times and store that number in the array.
In this task, the user is asked to input ten numbers between 1 and 1000. These numbers will be stored in an array.
To complete this task, we prompt the user to provide a number between 1 and 1000. This process is repeated ten times to collect ten numbers. We store these numbers in an array, which is a data structure that allows us to hold multiple values in a single variable. By using an array, we can easily access and manipulate these numbers for further analysis or calculations.
Storing the numbers in an array provides us with a convenient way to organize and manage the data. We can iterate over the array to perform operations on each number individually or perform aggregate calculations on the entire set of numbers. This approach enables us to process the user's input efficiently and effectively.
By gathering the user's numbers and storing them in an array, we create a structured dataset that can be utilized for various purposes. Whether it's calculating statistics, sorting the numbers, or performing mathematical operations, having the numbers stored in an array allows us to work with the data more flexibly and programmatically.
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(b) Simplify algebraically (i), and prove or disprove algebraically (ii) and (iii). (6%) i. XY' +Z+ (X' + Y)Z' ii. D(A + B)(A + B')C = ACD iii. (a + b)(b + c)(c + a) = (a'+ b')(b' + c')(c' + a')
1) XY' + Z + X'Z' + YZ'
2) equation 2 is correct.
3) equation 3 is incorrect .
1)
Simplifying algebraically,
XY' +Z+ (X' + Y)Z'
So,
XY' + Z + X'Z' + YZ'
2)
D(A + B)(A + B')C
Simplifying,
(AD + DB) (A + B')C
Further,
ADC + AB'CD + ABCD + BB'CD
ACD + ABCD + AB'CD
= ACD
Thus equation 2 is correct .
Hence proved .
3)
(a + b)(b + c)(c + a) = f1
Simplifying further,
abc + ab + bc + ac = f1
Let f2 = (a'+ b')(b' + c')(c' + a')
Simplify further,
f2 = a'b'c' + a'b' + b'c' + a'c'
Here,
f1 ≠ f2
Thus we disprove equation 3 .
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If all the books on a shelf with fewer than 45 books were put into piles of five books each, no books would remain. If the same book were put into piles of seven books each, two books would remain. What is the greatest number of books that could be on the shelf?
Answer:
Hence the greatest number of books that could be on the shelf is 30.
Step-by-step explanation:
Step 1:-
Here the given number of books is m,
m < 45.
If they are arranged into piles of five books, each no books would remain.
m is divisible by 5.
The last digit of m would be 5 or 0.
The same number of books, when arranged with piles of 7 books each, two books remain.
m-2 is divisible by 7.
Step 2:-
The last digit of m is 5 or 0.
m-2 will have the last digit 3 or 8.
Multiples of 7 are 7,14,21,28,35, 42;
among which only number 28 has the last digit 8 or 3.
m - 2 = 28
m = 30
The greatest number of books that could be on the shelf is 30.