pls help me! i need this as soon as possible

To accurately determine the amount they would have to buy, we would need the specific measurements of the pool, the desired fence height and any other requirements they have.

To determine how much Gwen and Lisa would have to buy to replace the fence on their pool, we would need more specific information about the pool's dimensions, the type of fence they want, and any other relevant details.

Let's consider some factors that could affect the amount they would need to purchase:

Perimeter of the pool:

The length of the fence required would depend on the perimeter of the pool.

If we know the dimensions of the pool, we can calculate its perimeter by adding up the lengths of all sides.

Fence height:

The height of the fence is another important factor. Depending on local regulations or personal preferences, Gwen and Lisa might need a specific height for their pool fence.

This would determine the length of fencing material they need to purchase.

Fence type and style:

Different types of fences, such as chain-link, wood, vinyl, or wrought iron, have varying costs and installation requirements.

The choice of fence material and style will impact the amount they would have to buy.

Gates and openings:

If Gwen and Lisa require gates or openings in the fence, they would need to account for these as well.

The number and size of gates would affect the total amount of fencing material needed.

With these details, we can calculate the perimeter, account for gates and openings and factor in the material type and style to provide an estimate of the amount of fencing they need to purchase.

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Answer:

10 servings

Step-by-step explanation:

Since one box contains 5 cups then, two boxes equals 10 servings.

Answer:

9 and 1/2 servings

Step-by-step explanation:

Answer:

(0, 14)

Step-by-step explanation:

The point (0, -2) is 8 spaces away from the reflection line of y = 6, so just count 8 spaces up from the reflection line.

:)

The values that used to create the box and whisker plot

[using these values]

Minimum value: Lower whisker: 12

Q1: 23.5

Q2 (median): 36

Q3: 46

Maximum value: Upper whisker: 56

Here, we have,

Step 1: Order the data set from smallest to largest:

12, 19, 28, 32, 34, 38, 45, 47, 50, 56

Step 2: Calculate the lower quartile (Q1), median (Q2), and upper quartile (Q3):

Q1 (25th percentile): The value that separates the lowest 25% of the data from the rest. Since we have 10 data points, the first quartile will be the average of the 2.5th and 3.5th data points. In our case, it's the average of the 2nd and 3rd data points:

Q1 = (19 + 28) / 2 = 23.5

Q2 (50th percentile or median): The value that separates the lowest 50% of the data from the rest. Since we have an even number of data points, the median will be the average of the 5th and 6th data points:

Q2 = (34 + 38) / 2 = 36

Q3 (75th percentile): The value that separates the lowest 75% of the data from the rest. Since we have 10 data points, the third quartile will be the average of the 7.5th and 8.5th data points. In our case, it's the average of the 7th and 8th data points:

Q3 = (45 + 47) / 2 = 46

Step 3: Calculate the interquartile range (IQR):

IQR = Q3 - Q1 = 46 - 23.5 = 22.5

Step 4: Determine the whiskers:

Lower whisker: The smallest value that is not smaller than Q1 - 1.5 * IQR

Upper whisker: The largest value that is not larger than Q3 + 1.5 * IQR

Lower whisker limit: 23.5 - 1.5 * 22.5 = -10

Upper whisker limit: 46 + 1.5 * 22.5 = 79.5

Our data points are all within these limits, so the lower whisker is at the smallest value, 12, and the upper whisker is at the largest value, 56.

Now, you can plot the box and whisker plot using these values:

Minimum value : Lower whisker: 12

Q1: 23.5

Q2 (median): 36

Q3: 46

Maximum value: Upper whisker: 56

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create a box and whisker plot for the following set of data

12, 19, 28, 32, 34, 38, 45, 47, 50, 56

1/3

Step-by-step explanation:

I used the points (0,2) and (-6,0). I hope this helps!

Answer:

Step-by-step explanation:

There are several ways to write an equation for the money collected as a function of the number of t-shirts sold. One possible equation is $y = x \cdot p$, where $p$ is the price of each t-shirt. This equation says that the total amount of money collected is equal to the number of t-shirts sold multiplied by the price of each t-shirt.Another possible equation is $y = p \cdot (x - c)$, where $c$ is the cost of producing each t-shirt. This equation says that the total amount of money collected is equal to the price of each t-shirt multiplied by the number of t-shirts sold minus the cost of producing each t-shirt.These are just two examples of how to write an equation for the money collected as a function of the number of t-shirts sold. The exact equation will depend on the specific details of the situation.

Answer:

+

Step-by-step explanation:

b/c

18+2×4

18+8

26

hope it's helpful ❤❤❤

THANK YOU.

Answer:

4.33

Step-by-step explanation:

Answer:

x ≥ 5

Step-by-step explanation:

If we represent the donated amount by x, according to the problem x must have a value of at least $5 (because of the expression "you must donate at least $5").

This can be represented by the following inequality:

x ≥ 5

Where the symbol  ≥ means "greater than or equal" which is the requirement in this case. So when reading the inequality x ≥ 5 we are saying that you must donate an amount equal to or greater than $ 5

The required ratio of the lengths EF and AD is 2:1 for the given circle.

Given that a circle A with points B, C, D, E, F, and I on its circumference.

A chord of the circle is a line that connects any two locations on the circumference of any circle. The circle chords are BC, EF, and HI in this case.

The radius of the circle is defined as the line connecting center A with any point on the circle's perimeter. AD indicates the radius of the circle.

The diameter of the circle is any chord that passes through the center of the circle. The diameters of the circle are represented by EF and HI.

A diameter is usually twice as long as a radius.

As a result, the diameter-to-radius ratio will be 2:1.

Therefore, the required ratio of the lengths EF and AD is 2:1

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The missing figure has been attached below.

Answer:

36

Step-by-step explanation:

36/4 = 9 wish this helps!

Step-by-step explanation:

180° = 2x + 70 + 4x + 10

180° = 2x + 4x + 70 + 10

180° = 6x+ 80

180 - 80 = 6x

100 = 6x

6x = 100

x = 16.66

x ≈ 17°

The central angle in the circle is ∠DAC,major arc is BED, minor arc is ADC and BC=(5π*BD)/18.

Given that BD is diameter of the circle and angle BAC is 100°.

We are required to find the central angle, major arc, minor arc, m BEC, BC.

Angle is basically finding out the intensity of inclination of something on the surface.

In the circle central angles are many like BAC and CAD. We can write CAD as DAC also.

Major arc of a circle is that arc whose length is larger than all other arcs in the circle.

In our circle the major arc is arc BED.

Minor arc of a circle is that arc whose length is smaller.

In our circle the minor arc is arc ADC.

We know that arc's length is 2πr(Θ/360)

In this way BC=2π*(BD/2)*100/360

=(5π*BD)/18

We cannot find angle BEC.

Hence the central angle in the circle is ∠DAC,major arc is BED, minor arc is ADC and BC=(5π*BA)/18.

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Answer:

$95.00 = $3.99s + $15.20

The equation of the line that passes through the point (-1, 3) with a slope of 1 is y = x + 4.

To find the equation of a line that passes through the point (-1, 3) with a slope of 1, we can use the point-slope form of a linear equation.

The point-slope form of a linear equation is given by:

y - y1 = m(x - x1)

where (x1, y1) represents the coordinates of a point on the line, and m represents the slope of the line.

Using the given point (-1, 3) and slope 1, we substitute these values into the point-slope form equation:

y - 3 = 1(x - (-1))

Simplifying:

y - 3 = x + 1

Now, we can rewrite the equation in the standard form:

y = x + 4

Therefore, the equation of the line that passes through the point (-1, 3) with a slope of 1 is y = x + 4.

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The length of the rectangle is 19.25 cm when it is 2 more than three times the width of 5.75 cm.

A perimeter is a closed path that encompasses, surrounds, or outlines a two-dimensional shape or length in one dimension. A circle's or an ellipse's circumference is its perimeter. There are several applications for calculating the perimeter. The length of fence required to encircle a yard or garden is known as the calculated perimeter.  

The perimeter (circumference) of a wheel/circle describes how far it can roll in one revolution.  Similarly, the amount of string wound around a spool is proportional to the perimeter of the spool; if the length of the string were exact, it would equal the perimeter.

Given that,

Perimeter = 2(l + b) = 50cm

And also given that,

l = 2 + 3b

Substituting the value of l in perimeter we get

2((2 + 3b) + b) = 50cm

2(2 + 4b) = 50cm

4 + 8b) = 50cm

8b = 50 - 4

b = 46/8

b = 5.75

Substituting the value of b in l, we get

l = 2 + 3(5.75)

l = 19.25

Therefore, the length of the rectangle is 19.25 cm when it is 2 more than three times the width of 5.75 cm.

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Answer:

n=42

Step-by-step explanation:

1/2n=21

2•(1/2n=21)

n=42

Answer:

1/2n=21

Multiply by 2 on both sides to get a whole number co-efficient.

1/2(2)n=21(2)

n=42

So, n is equal to 42.

:)

the correct option is D:

" The inverse relation must pass the vertical line test."

Remember that a relation is only a function if each value in the domain is only mapped into a single value in the range.

All functions need to pass what is called the "vertical line test" this means that if you draw a vertical line on the graph of the function, the vertical line can intersect the graph at most one time. If the vertical line intercepts the graph two or more times, then it is not a function.

From this we conclude that the correct option is D:

" The inverse relation must pass the vertical line test."

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There are 2 tangent lines that pass through the point

\(y=\frac{1}{(-1+\sqrt{3)^2} } (x-1)+2\)

and

\(y=\frac{1}{(-1-\sqrt{3)^2} } (x-1)+2\)

Explanation:

Given:

\(y=\frac{x}{x+1}\)

The point-slope form of the equation of a line tells us that the form of the tangent lines must be:

\(y=m(x-1)+2\) \([1]\)

For the lines to be tangent to the curve, we must substitute the first derivative of the curve for \(m\):

\(\frac{dy}{dx} =\frac{d(x)}{dx}(x+1)-x^\frac{d(x+1)}{dx} \\ \\\)

\(\frac{dy}{dx} =\frac{x+1-x}{(x+1)^2}\)

\(\frac{dy}{dx}= \frac{1}{(x+1)^2}\)

\(m=\frac{1}{(x+1)^2}\) \([2]\)

Substitute equation [2] into equation [1]:

\(y=\frac{x-1}{(x+1)^2}+2\) \([1.1]\)

Because the line must touch the curve, we may substitute \(y=\frac{x}{x+1}:\)

\(\frac{x}{x+1}=\frac{x-1}{(x+1)^2}+2\)

Solve for x:

\(x(x+1)=(x-1)+2(x+1)^2\)

\(x^2+x=x-1+2x^2+4x+2\)

\(x^2+4x+1\)

\(x\frac{-4±\sqrt{4^2-4(1)(1)} }{2(1)}\)

\(x=-2\) ± \(\sqrt{3}\)

\(x=-2\) ± \(\sqrt{3}\) \(and\) \(x=-2-\sqrt{3}\)

There are 2 tangent lines.

\(y=\frac{1}{(-1+\sqrt{3)^2} } (x-1)+2\)

and

\(y=\frac{1}{(-1-\sqrt{3)^2} } (x-1)+2\)

Answer: its B 888 cm

Step-by-step explanation: hope this helps let me know if wrong ill fix it

Answer: 283.3333333% (283.3%)

Step-by-step explanation:

First, lets turn 2 5/6 into and improper fraction. It becomes 17/6.

Now, we divide 17/6

17/6 = 2.833333333

Now, to turn it into a percent, we multiply it by 100, or move the decimal point 2 places to the right. That gives us 283.3333333% (283.3%)

Hope this helps!

Answer:

Step-by-step explanation:

Then the amount deposited will be represented by a positive integer.

Money deposited: 2000

Money withdrawn: 1642

Balance left: 2000-1642

                   :358

Answer:

The magnitude of the vector is 9.165 and it's direction is 40.6°

Step-by-step explanation:

A vector quantity is a quantity that has both size (magnitude) and direction. Examples of vector quantities are force, velocity and impulse.

Magnitude of vector v is given by

|v| = √6²+7²

= √36+49

= √84

= 9.165

Direction of vector v is obtained by:

\( \tan( \theta) = \frac{x}{y} \)

\(\theta = {tan}^{ - 1} ( \frac{6}{7}) \)

\(\theta = {40.6°}\)

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Answer:

7:10

Step-by-step explanation:

63/7=9

90/9=10

a/////

63÷90 = 7÷10

j’espere que ca pourra t’aider <3

Solution:

2b would be the greatest common factor (GCF) between both 10b^3 and 4b.

Hope this helps!

The values of x are 7 and -4.

An equation is a mathematical statement that is made up of two expressions connected by an equal sign.

We have,

\(log_{10}\) (x - 6) + \(log_{10}\) (x + 3) = 1

This can be written as,

log (ab) = log a + log b

So,

log (x - 6)(x + 3) = 1

And,

log 10 = 1

So,

log (x - 6)(x + 3) = log 10

The log gets canceled

(x - 6) (x + 3) = 10

x² + 3x - 6x - 18 = 10

x² - 3x - 18 = 10

x² - 3x - 18 - 10 = 0

x² - 3x - 28 = 0

x² - (7 - 4)x - 28 = 0

x² - 7x + 4x - 28 = 0

x(x - 7) + 4(x - 7) = 0

(x - 7) (x + 4) = 0

x - 7 = 0 and x + 4 = 0

x = 7 and x = -4

Thus,

x values are 7 and -4.

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Use the slope-intercept form to find the slope and y-intercept.

Slope:  0

y-intercept:  ( 0 , 2 )

Answer:

Step-by-step explanation:

In the Intermediate Phase of mathematics education, one topic that demonstrates a hierarchical and logical progression in patterns, functions, and algebra is the concept of "Linear Equations."

The topic of Linear Equations in the Intermediate Phase builds upon the foundation laid in earlier grades and serves as a stepping stone towards more advanced algebraic concepts. Here is an overview of the topic sequence and content area spread for Linear Equations:

Introduction to Variables and Expressions:

Students are introduced to the concept of variables and expressions, learning to represent unknown quantities using letters or symbols. They understand the difference between constants and variables and learn to evaluate expressions.

Solving One-Step Equations:

Students learn how to solve simple one-step equations involving addition, subtraction, multiplication, and division. They develop the skills to isolate the variable and find its value.

Solving Two-Step Equations:

Building upon the previous knowledge, students progress to solving two-step equations. They learn to perform multiple operations to isolate the variable and find its value.

Writing and Graphing Linear Equations:

Students explore the relationship between variables and learn to write linear equations in slope-intercept form (y = mx + b). They understand the meaning of slope and y-intercept and how they relate to the graph of a line.

Systems of Linear Equations:

Students are introduced to the concept of systems of linear equations, where multiple equations are solved simultaneously. They learn various methods such as substitution, elimination, and graphing to find the solution to the system.

Word Problems and Applications:

Students apply their understanding of linear equations to solve real-life word problems and situations. They learn to translate verbal descriptions into algebraic equations and solve them to find the unknown quantities.

The content area spread for Linear Equations includes concepts such as variables, expressions, equations, operations, graphing, slope, y-intercept, systems, and real-world applications. The progression from simple one-step equations to more complex systems of equations reflects a logical sequence that builds upon prior knowledge and skills.

By following this hierarchical progression, students develop a solid foundation in algebraic thinking and problem-solving skills. They learn to apply mathematical concepts and procedures in a systematic and logical manner, paving the way for further exploration of patterns, functions, and advanced algebraic topics in later phases of mathematics education.

Answer:  blue water: 00

               Yellow water: 000

Step-by-step explanation:

just show how many parts