Calculate the area of triangle of PQR correct to 3 significant figure if P=8. 5 cm and Q=6. 8 and R=68. 4°

Answer:

Nobody ever said having faith would be easy, but it will be worth it and here is why.

He knows better than we do. God knows everything we are going through at this very moment and everything we will go through in the future. ...

All Things Are Possible With God.

He Is Worthy Of Our Trust.

He Knows What He Is Doing.

He is the creator of the universe

he exited before the heavens and earth

He is our father and the father of our ancestors

He has performed many miracles

He is the God who answers all prayers if you believe.

He is the one who stands by you in any situation, in good times and bad

He is a merciful, understandable and dependable God

What he says he'll do, that is what he'll do

After answering the presented question, we can conclude that If the star equation player is in the starting lineup, there are 210 distinct starting lineups imaginable.

In mathematics, an equation is a proposition that states the equivalence of two expressions. An equation consists of two sides separated by a system of equations (=). For instance, the statement "2x + 3 = 9" states that the word "2x Plus 3" equals the integer "9". The goal of solving equations is to find the value or amounts of the variable in the model) that will permit the calculation to be accurate. Mathematics can be simple or complex, linear or nonlinear, and contain one or more parts. For example, in the equation "x2 + 2x - 3 = 0," the variable x is raised to the power of 2. Lines are used in many areas of mathematics, including algebra, arithmetic, and geometry.

If the starting lineup includes the star player, there are only four spaces left to fill with the remaining ten players. The number of possible starting lineups is the number of ways to select four players from the remaining ten, which may be calculated using the combination formula:

C(10,4) = 10! / (4! * 6!) = 210

If the star player is in the starting lineup, there are 210 distinct starting lineups imaginable.

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Option (a) is correct i.e., the questions are acceptable because the researcher is studying the relationship   between age and preferred dress style.

Age is any person time he live till time calculated. Use age we solve different math problems.

Like calculate the age of a person or what was his age 5 year ago.

If the age is given in the form of a ratio, for example, a:g, then the age shall be considered as g h and a h. If you are assuming   the current age to be h, then n times the current   age will be (h × n) years. If you are   assuming the current age to be h, then 1/n of the age shall   be equal to ( h / n)  years.

Option (a) is correct i.e., the questions are acceptable because the researcher is studying the relationship   between age and preferred dress style.

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The researcher is investigating the association between age and favourite dress style, thus the questions are appropriate. The assertion is true.

Days are calculated as the difference between both the current day and the person's birth day. Age is calculated as follows: aged = (years x 365) + (months x 31) + days. The person's age is expressed in days. For the age in years, divide the figure by 365.

Age is determined by comparing a person's birthdate to the day on which age must be determined. The age of a person is determined by subtracting the provided date from the individual's birthdate. Provided date minus birthdate equals age of a person.

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Answer:

b ≈ 2.636.

Step-by-step explanation:

First, we can simplify both sides of the equation by combining like terms:

2b + 8 - 5b + 3 = -13 + 8b - 5

-3b + 11 = 8b - 18

Next, we can isolate the variable term on one side of the equation by adding 3b to both sides:

-3b + 3b + 11 = 8b - 18 + 3b

11 = 11b - 18

Then, we can isolate the variable term again by adding 18 to both sides:

11 + 18 = 11b - 18 + 18

29 = 11b

Finally, we can solve for b by dividing both sides by 11:

29/11 = b

b ≈ 2.636

Therefore, the solution to the equation is b ≈ 2.636.

Answer:

b = 29/11

Step-by-step explanation:

2b + 8 - 5b + 3 = -13 + 8b - 5

-3b + 11 = -18 + 8b

-11b + 11 = -18

-11b = -29

b = 29/11

Answer:

Below

Step-by-step explanation:

Domain    'x' can be any value except 10 <====which would make the denominator = 0 which is not allowed

   (-∞, 10 )  U (10 , +∞)

Range :   horizontal asymptote    the degree of the numerator and the denominator is the same : 1     so the horizontal asymptote will be

          3 / -1 = -3    ( The coefficients of 'x' in the num and den)

   the vertical asymptote occurs at x = 10 ...then the value of y goes to + inf

        so range is   ( -3, +∞)

Inverse Does exist , switch x's and y's in the original equation

   x = (3y+1) / (10-y)     now solve for   y

     and you will get  f^-1 (x) = (10x-4) / (x+3)

Here is graph of f(x) , f^-1(x)   and  x=y :

The surface area of the cylinder is 3,428 square centimeter, the curved surface area of the cylinder is 2,198 square centimeter and the volume of the cylinder is 15,386 cubic centimeter.

What is area and volume?

A flat, two-dimensional object's area is the space it takes up in a plane. A three-dimensional object's volume is the area it takes up in space.

We know that

Curved surface area = 2πrh

So, using this we get

⇒Curved surface area = 2 × 3.14 × 14 ×25

⇒Curved surface area = 2,198 square centimeter

Similarly,

Total surface area = 2πr (r + h)

So, using this we get

⇒Total surface area = 2 × 3.14 × 14 (14 + 25)

⇒Total surface area = 2 × 3.14 × 14 (39)

⇒Total surface area = 3,428 square centimeter

Similarly,

Volume = π[tex]r^{2} h[/tex]

So, using this we get

⇒Volume = 3.14 × [tex]14^{2}[/tex] × 25

⇒Volume = 15,386 cubic centimeter

Hence, the area and volume of the cylinder have been obtained.

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When simplified, the above expression translates to = 4(x + 9) / (x + 6) where the restrictions are stated as: x ≠ -8, 4, -6.

In mathematics, restrictions refer to conditions or limitations placed on the values that a variable can take, either to ensure the validity of a mathematical expression or to satisfy a particular requirement.

With regard to the above,

We can simplify the given expression as follows:

(x^2 + 5x - 36) / (x^2 + 4x - 32) * (4x + 32) / (x + 6)

= [(x + 9)(x - 4) / (x + 8)(x - 4)] * [4(x + 8) / (x + 6)]

= (x + 9) * 4 / (x + 6)

= 4(x + 9) / (x + 6)

The restrictions on the variable are:

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In the back of the maze, you will see two numbers at the start and end points of the maze. Let's call these numbers a and b.

To solve the maze, we need to find the geometric mean of a and b, which is the value that, when multiplied by itself, gives us the product of a and b.

The formula for the geometric mean is:

Geometric Mean = √(a × b)

So, to solve the maze, we need to find the geometric mean of the starting and ending numbers, and then follow the path in the maze that matches that value. This path will lead us to the end of the maze.

Once we find the geometric mean of the starting and ending numbers, we can use a calculator or mental math to simplify the expression and find the value.

I need help with the back of the geometric mean maze

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1) y + (1/2)x = 2

2)-59 - 153i

3)1315 - 62i

4)No real solutions

1) Equation for a line perpendicular to y=2x+3 and passing through the point (4-6)A line perpendicular to y = 2x + 3 would have a slope of -1/2 (the negative reciprocal of 2). To find the equation of the line, we use point-slope form. We substitute the point (4, -6) and the slope of -1/2:We know that the line must pass through the point (4, -6) and be perpendicular to the line y = 2x + 3, so we can write its equation in point-slope form as follows:y - (-6) = (-1/2)(x - 4)y + 6 = (-1/2)x + 2The answer is y + (1/2)x = 2.

2) Multiplying the complex numbers (11-3i)(7-12i)We will be using the FOIL method (first, outer, inner, last) for multiplying two binomials:First, we multiply 11 and 7 to get 77.Then, we multiply 11 and -12i to get -132i.Next, we multiply -3i and 7 to get -21i.Last, we multiply -3i and -12i to get 36i² (remembering that i² is equal to -1).Finally, we combine like terms:77 - 132i - 21i + 36i² = 77 - 153i - 36 = -59 - 153iThe answer is -59 - 153i.

3) Dividing complex numbers (185-72i) divided by (11+10i)To divide complex numbers, we need to multiply the numerator and denominator by the conjugate of the denominator (in which the sign of the imaginary part is changed):We multiply the numerator and denominator by the conjugate of 11 + 10i, which is 11 - 10i in this case, to eliminate the imaginary part from the denominator:(185 - 72i)(11 - 10i) = (185 × 11 - 72i × 11) - (185 × 10i + 72i × 10i) = (2035 - 792i) - (1850i + 720i²)Simplifying, we get:(2035 - 792i) - (1850i + 720i²) = (2035 - 792i) - (1850i + 720(-1)) = (2035 - 792i) - (1850i - 720) = 1315 - 62iThe answer is 1315 - 62i.

4) Solving an equation by completing the square: y² - 6y + 19 = 5First, we isolate the y terms and move the constant to the other side:y² - 6y + 14 = 0Next, we divide both sides by the leading coefficient (1 in this case):y² - 6y = -14To complete the square, we take half the coefficient of y, square it, and add it to both sides. In this case, that's (-6/2)² = 9:y² - 6y + 9 = -5Now, we factor the left-hand side as a perfect square:(y - 3)² = -5Finally, we take the square root of both sides:(y - 3) = ±√(-5)This expression has no real solutions because the square root of a negative number is imaginary. Therefore, the answer is "No real solutions."

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The possible value of x that is here, a are 8 and 12, when the sum of two number and product is given.

A group of two or more equations that must be solved all at once is known as a system of equations. The values of the variables in a system of equations that make all of the equations in the system true are known as the solutions. Several approaches, including substitution, elimination, and graphing, can be used to solve systems of equations. Several branches of mathematics, science, and engineering employ systems of equations to represent and solve issues that arise in the real world.

Let us suppose the two numbers = a and b.

Thus, from the given statement we have:

a + 2b = 20 (Equation 1)

and

ab ≤ 48 (Equation 2)

Using equation 1:

a = 20 - 2b

Substituting this expression for "a" into Equation 2, we get:

(20 - 2b)(b) ≤ 48

-2b² + 20b - 48 ≤ 0

b² - 10b + 24 ≥ 0

This inequality can be factored as:

(b - 4)(b - 6) ≥ 0

Since we want the product of the two numbers to be less than or equal to 48, both "a" and "b" must be positive.

We only need to consider the values of "b" that make this inequality true:

b ≤ 4 or b ≥ 6

Plug each of these values of "b" back into Equation 1:

When b = 4, we get:

a + 2(4) = 20

a = 12

When b = 6, we get:

a + 2(6) = 20

a = 8

Therefore, the possible values of "a" are 8 and 12.

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Answer:2>x[tex]\geq[/tex]-3

Step-by-step explanation:

when we divide each side with a negative number "<" turns into ">",">" turns into "<" and so on.

we can divide each side with -1, the we get,

2>x[tex]\geq[/tex]-3

[tex]-2 < -x \leq 3 \iff 2 > x \geq -3[/tex]

[tex]-3 \leq x < 2 \implies x \in [-3;2)[/tex]

The derivative of y = tan(x) is sec²(x).

What is Trigonometric Functions?

Trigonometry uses six fundamental trigonometric operations. Trigonometric ratios describe these operations. The sine function, cosine function, secant function, co-secant function, tangent function, and co-tangent function are the six fundamental trigonometric functions. The ratio of sides of a right-angled triangle is the basis for trigonometric functions and identities. Using trigonometric formulas, the sine, cosine, tangent, secant, and cotangent values are calculated for the perpendicular side, hypotenuse, and base of a right triangle.

y=tanx

dy/dx = dy/dx = cos x.cos x - sin x(-sin x) / cos² x

⇒ dy/dx = (cos² x + sin² x) / cos² x

⇒ dy/dx = 1 / cos²x

⇒ dy/dx = sec²(x)

Thus, the derivative of y = tan(x) is sec²(x).

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The number of weeks until Riley and Amari would have earned the same, would be 10 weeks.

Variables:

Let x be the number of weeks they work.

Let y be their total earnings in dollars.

System of equations:

For Riley: y = 5x

For Amari: y = 20 + 3x

Setting the two expressions for y equal to each other, we get:

5x = 20 + 3x

5x - 3 x = 20

x = 20 / 2

x = 10 weeks

Therefore, their earnings will be the same after 10 weeks of work.

We can also solve the system of equations graphically by plotting the two equations and finding the point of intersection. The point of intersection is (10,50). Therefore, their earnings will be the same after 10 weeks of work and their total earnings will be $50.

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The question, when translated to English is:
Riley and Amari earn weekly chore allowances for the summer, Riley is paid $5 a week and Amari is paid $20 at the beginning of the summer and then earns $3 a week.

When will their earnings be the same?

Claude will need approximately 1202.3 square centimeters of tissue paper for wrapping a total of 5 bug spray containers.

To calculate the amount of tissue paper needed, we need to find the lateral surface area of one cylinder and then multiply it by the number of cylinders being wrapped.

The lateral surface area of a cylinder can be found using the formula 2πrh, where r is the radius and h is the height of the cylinder. In this case, r = 3 cm and h = 12.7 cm.

Lateral surface area of one cylinder = 2π(3 cm)(12.7 cm) = 239.38 cm² (rounded to two decimal places)

Since Claude is wrapping 5 bug spray containers, we need to multiply the lateral surface area of one cylinder by 5:

Therefore, Claude will need approximately 1202.3 square centimeters of tissue paper.

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the sample is drawn without replacement from a class of 9 females and 18 males, so the number of males selected follows a hypergeometric distribution.

3. False: The percentage distribution can be constructed from the frequency distribution directly. A frequency distribution is a summary of the number of times each score occurs in a set of data. It shows the distribution of scores into classes or groups of equal size. It is useful in understanding the pattern of data. A percentage distribution is a distribution of data as a percentage of the total data. This distribution is constructed by dividing the frequency of each class by the total frequency and multiplying by 100.7. True: The coefficient of variation is a measure of relative variation. The coefficient of variation is a ratio of the standard deviation to the mean of the distribution expressed as a percentage. It is used to compare the variability of two or more sets of data with different means. The formula for coefficient of variation is given as CV= (standard deviation/mean) *100.9. True: The number of males selected in a sample of 5 students taken without replacement from a class of 9 females and 18 males has a hypergeometric distribution. A hypergeometric distribution is a probability distribution used to calculate the probability of obtaining a specific number of successes in a fixed number of draws from a finite population. It is used to find the probability of obtaining a certain number of successes in a sample without replacement from a finite population with a specified number of successes and failures. In this case, the sample is drawn without replacement from a class of 9 females and 18 males, so the number of males selected follows a hypergeometric distribution.

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The value of f(15) is approximately 346.42.

An exponential function is a mathematical function of the form f(x) = abˣ, where a and b are constant and b is greater than zero and not equal to 1. An example is f(x) = 2ˣ

We can use the properties of exponential functions to find the value of f(15). Since f(x) is an exponential function, we can write it in the form:

f(x) = a × bˣ

f(4.5) = 16 = a × b⁴.5

f(9.5) = 60 = a × b⁹.5

Dividing second equation by first equation gives:

f(9.5)/f(4.5) = (a × b⁹.5)/(a × b⁴.5) = b⁵

Substituting the given values, we get:

60/16 = b⁵

b = (60/16)¹/⁵

b ≈ 1.46

Substituting b into the first equation gives:

16 = a × 1.46⁴.5

a ≈ 0.30

Therefore, the exponential function is:

f(x) = 0.30 × 1.46ˣ

To find f(15), we can substitute x = 15 into the function:

f(15) = 0.30 × 1.46¹⁵

f(15) ≈ 346.42

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Answer:A

Step-by-step explanation:

Answer:

7 times 5 = 35

Step-by-step explanation:

Answer:

See below.

Step-by-step explanation:

We are asked to identify the Proof for Statement 7.

To start, we already have 2 sides and 1 angle proven, meaning that we can prove ΔABX ≅ ΔABY by the Side-Angle-Side Triangle Congruency Theorem. (SAS).

Because both Triangles are congruent, every side, and angle of the triangles are congruent. ASA, and SAS are incorrect choices, they're only used to prove that 2 triangles are congruent. HL is incorrect as well, the HL (Hypotenuse - Leg Theorem) is only used to prove that 2 triangles are congruent also. Our only option is CPCTC (Corresponding parts of congruent triangles are congruent); Meaning that every angle and every side of the 2 triangles are congruent.

For Statement 7, AX ≅ AY proved by CPCTC.

The selling price of the house was approximately $1.918 or rounded to the nearest dollar, $19,180.

We can start by setting up an equation to represent the problem. We know that the commission Bea earned is equal to 6100 of the selling price, which can be expressed as:

commission = 6100 × selling price

We also know that the commission Bea earned was $11,700, so we can substitute that into the equation:

11,700 = 6100 × selling price

Now we can solve for the selling price by dividing both sides by 6100:

selling price = 11,700 ÷ 6100

simplifying:

selling price = 1.918

Therefore, the selling price of the house was approximately $1.918 or rounded to the nearest dollar, $19,180.

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Answer:

x > -6/5

Step-by-step explanation:

2 < 8 + 5x

-6 < 5x

x > -6/5

This is the correct answer, but I don't see it in the options list.

The p-value is 0.1138 for the given hypothesis.

What exactly is a p-value?

A p-value, or probability value, is a statistical measure that helps to determine the strength of evidence against a null hypothesis in a hypothesis test. In hypothesis testing, a null hypothesis is a statement or assumption about a population parameter that we want to test using sample data. The p-value is the probability of obtaining a test statistic as extreme as, or more extreme than, the observed test statistic, assuming the null hypothesis is true.

Now,

To test the hypothesis,

 we need to perform a hypothesis test using a significance level (α) to determine whether the sample proportion of satisfied customers is significantly different from 0.9.

The null hypothesis (H0) is that the true proportion of satisfied customers is equal to 0.9. The alternative hypothesis (H1) is that the true proportion is not equal to 0.9.

We can use the normal approximation to the binomial distribution to test this hypothesis, since the sample size is large (n = 1000) and both np and n(1-p) are greater than or equal to 10, where p is the true proportion of satisfied customers.

The test statistic is given by:

z = (P - p0) / √(p0(1 - p0) / n)

where p0 is the proportion (0.9), P is the sample proportion (850/1000 = 0.85), and n is the sample size.

Plugging in the values, we get:

z = (0.85 - 0.9) / √(0.9 * 0.1 / 1000) = -1.5811

The P-value is the probability of getting a test statistic as extreme as -1.5811 or more extreme, assuming the null hypothesis is true. Since this is a two-tailed test (H1: p ≠ 0.9), we need to find the area in both tails of the standard normal distribution.

Using a standard normal distribution table, we find that the area to the left of -1.5811 is 0.0569, and the area to the right of 1.5811 is also 0.0569. Therefore, the total area in both tails is:

p-value = 0.0569 + 0.0569 = 0.1138

So,

     the p-value is 0.1138.

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The number of pickles (p) is the dependent variable, while the number of cucumbers (c) is the independent variable.

The dependent variable is the variable that is being measured or observed and is affected by the independent variable. The independent variable is the variable that is being manipulated or changed by the researcher to determine its effect on the dependent variable.

In this scenario, the number of pickles Colette can make depends on the number of cucumbers she has. Therefore, the number of pickles (p) is the dependent variable, while the number of cucumbers (c) is the independent variable.

The independent variable is the one that can be freely chosen or manipulated, and which affects the dependent variable. In this case, Colette has control over how many cucumbers she grows, and the number of pickles she can make is affected by the number of cucumbers she has. Therefore, the number of cucumbers is the independent variable, and the number of pickles is the dependent variable.

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Answer:

First, we need to find the slope and y-intercept of the linear regression line:

Using a calculator or statistical software, we get:

Slope (b) = 0.621

Y-intercept (a) = 50.4

Therefore, the linear regression equation is:

y = 0.6x + 50.4

To find the projected test grade for a student with a homework grade of 45, we substitute x = 45 into the equation:

y = 0.6(45) + 50.4

y = 27 + 50.4

y = 77.4

Rounding to the nearest integer, the projected test grade for a student with a homework grade of 45 is 77.

The reject the null hypothesis with α=0.05.

Based on the above calculations, we should reject the null hypothesis with α=0.05.

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Answer:

6 / b - 7

Step-by-step explanation:

Using the Law of Cosines the length of l, to the nearest 10th of a centimeter is 4.6 cm.

To find the length of side l in triangle LMN, we can use the Law of Cosines, which states that c² = a² + b² - 2ab cos(C), where c is the side opposite the angle C.

In this case, we have:

a = 5.9 cm

b = 8.7 cm

C = 163°

First, we need to convert the angle from degrees to radians by multiplying it by π/180:

C = 163° × π/180 = 2.847 radians

Now we can plug in the values into the Law of Cosines:

l² = 5.9² + 8.7² - 2(5.9)(8.7)cos(2.847)

Simplifying the right-hand side:

l² = 68.81 - 60.83 × cos(2.847)

Taking the square root of both sides:

l ≈ 4.6 cm

Therefore, the length of l to the nearest 10th of a centimeter is 4.6 cm.

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x + 4y = -52.

The point-slope form of the equation of a line passing through the point (x1, y1) with slope m is:y - y1 = m(x - x1)Here, the point (x1, y1) = (18, -17) and the slope m = -1/4Therefore, the equation of the line in point-slope form is:y + 17 = (-1/4)(x - 18)Expanding the equation:4(y + 17) = -x + 18 => 4y + 70 = -x + 18 => x + 4y = -52The required equation of the line is x + 4y = -52.

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