HELP ME AND I'LL GIVE YOU 100 POINTS!!! ANSWER IT HONESTLY PLS!!!
Find the area, in square inches, of the composite figure.
12 in.
2 in.
3 in.
3 in.
25 in.

looks somewhat like what my problem looks like but with the numbers I listed

1. The function that models the amount in the account after x years is [tex]y(x) = 200e^{0.05t}[/tex]

2. The domain is [tex]x > = 0[/tex]. The range is [tex]y > = 200[/tex]

3. After 8 years, Brian will have $298.37 in the account.

Function defines a relationship between one variable (the independent variable) and another variable (the dependent variable).

The formula for continuous compounding is [tex]A = Pe^{rt}[/tex] where the A is the amount, P is the principal, e is Euler's number, r is the annual interest rate and t is the time in years.

Data:

A = ?

P = 200

t = ?

r = 5% = 0.05

Plugging in the values, we get: [tex]A = 200e^{0.05t}[/tex]which is the function.

2. The domain of the function is x >= 0 which means the number of years must be non-negative.

The range of the function is y >= 200 since the amount in the account cannot be negative and it starts with an initial investment of $200.

3. To get amount in the account after 8 years, we will plug in x = 8 into the formula:

[tex]y = 200 * e^{0.05*8}\\y = 200 * 1.49182469764\\y = 298.364939528\\ y = $298.37.[/tex]

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The value of x, obtained using the property of bisected angles is 10

Bisected angles are angles that are split by a line segment in two to create two angles of the same measure.

The specified information indicates;

[tex]\overrightarrow{GI}[/tex] bisects ∠DGH

m∠DGI = x - 3

m∠IGH = 2·x - 13

The angle addition postulate indicates that we get;

m∠DGH = m∠DGI + m∠IGH

The definition of the bisected angle ∠DGH indicates that we get;

∠DGI = ∠IGH

Therefore;

x - 3 = 2·x - 13

2·x - 13 = x - 3

2·x - x = 13 - 3 = 10

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The inequality to find the number of tablespoons of flour actually used in a recipe is |t - 48| <= 4. The correct answer is D.

Since the recipe calls for 3 cups of flour with a variation of up to 4 tablespoons, the total amount of flour used can vary between 3 cups - 4 tablespoons and 3 cups + 4 tablespoons. Converting tablespoons to cups, this becomes 3 cups - 1/4 cup and 3 cups + 1/4 cup.

Thus, the range of cups of flour used is [3 - 1/4, 3 + 1/4], which is [2.75, 3.25]. Multiplying by 16 to convert back to tablespoons, we get the range [44, 52].

So, the inequality that could be used to find the number of tablespoons of flour actually used in the recipe is

|t - 48| <= 4

where t is the number of tablespoons of flour used. So, the correct option is D).

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The measure of side ‘b’ in the given triangle ABC, with angle A measuring 54 degrees and angle C measuring 59 degrees and side BC measuring 11 is option-c:12.516, which is found using Sine-law.

In a scalene or oblique triangle (a non-right triangle), the law of sine describes the relationship between the sides and angles. Trigonometric laws such as the law of sines and law of cosines are crucial when "solving a triangle" by calculating the unknown angles or sides. The ratio of a triangle's side lengths to the sine of each of its opposite angles must be equal in order for the sine rule to apply. Triangle side length ratios to their corresponding opposite angles are connected by the law of sines. All three sides and the diagonal angles maintain the same ratio.

Given that ∠A= 54° ,∠C= 59° & side BC=a=11

We know that ∠A + ∠B + ∠C = 180°   {angle sum property}

Consider △ABC,

54° + 59° +  ∠B = 180°

113° +  ∠B = 180°

∠B = 180°- 113°

∠B = 67°

Applying Sine-Law,

[tex]\frac{A}{sin\ A} =\frac{B}{sin\ B} = \frac{C}{sin\ C}[/tex]

By using,

[tex]\frac{A}{sin\ A} =\frac{B}{sin\ B}[/tex] , we get:

[tex]\frac{11}{sin\ 54} =\frac{B}{sin\ 67}\\ \\\frac{11}{0.80901} =\frac{B}{0.92050} \\\\B=\frac{11}{0.80901} \times 0.92050[/tex]

B = 13.59686 x 0.92050

B = 12.5159

B = 12.516

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Refer to the attachment for the complete question.

Answer:

ight, whats good.

To calculate the percentage of students who brought lunch from home, we can use the following formula:

Percentage = (Number of students who brought lunch from home / Total number of students) * 100

Given:

Number of students who ate school lunch = 114

Number of students who brought lunch from home = 266

Total number of students = Number of students who ate school lunch + Number of students who brought lunch from home = 114 + 266 = 380

Plugging in these values into the formula:

Percentage = (266 / 380) * 100 = 70%

So, 70% of the students brought lunch from home.

The determinant of the given matrix is -27

To find the determinant of the given matrix by row reduction to echelon form, follow these steps:

1. Write down the given matrix:

```
| 1  5 -6 |
| 1  6  5 |
| 2  8  7 |
```
2. Use row operations to reduce the matrix to echelon form. First, eliminate the elements below the pivot element (1) in the first column:
```

R2 = R2 - R1
R3 = R3 - 2 * R1
```
Resulting matrix:
```
| 1  5  -6 |
| 0  1  11 |
| 0  -2 -19 |
```
3. Next, eliminate the elements below the pivot element (1) in the second column:
```
R3 = R3 + 2 * R2
```
Resulting matrix:
```
| 1  5  -6  |
| 0  1  11  |
| 0  0 -27 |
```
4. The matrix is now in echelon form:
```
| 1  5  -6  |
| 0  1  11  |
| 0  0 -27 |
```
5. Find the determinant of the echelon form matrix by multiplying the diagonal elements (pivot elements):
```
Determinant = 1 * 1 * -27 = -27
```

Your answer: The determinant of the given matrix is -27.

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The actual height of the tower is 160 feet.

Given that, a scale model of a tower is 24 inches.

The scale is 1.5 inches:10 feet.

We know that, 1 foot = 12 inches

So, the scale 1.5 inches : 120 inches.

The basic formula to find the scale factor of a figure is expressed as,

Scale factor = Dimensions of the new shape ÷ Dimensions of the original shape.

1.5/120 = 24/The actual height of the tower

1.5×The actual height of the tower = 24×120

The actual height of the tower=2880/1.5

= 1920 inches

In feet = 1920/12

= 160 feet

Therefore, the actual height of the tower is 160 feet.

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Your friend has only a 10% chance of winning one of the prizes, given that you win one of the prizes. Then the probability that both you and your companion will win a prize in this challenge is 3%. 

Let's begin by calculating the likelihood of you winning a prize, which is given as 30% or 0.3. The likelihood of your companion winning a prize is given as 20% or 0.2. In the event that you win a prize, at that point, the likelihood of your companion winning a prize diminishes to 10% or 0.1. Ready to speak to this conditional likelihood as P.

Presently, ready to utilize the equation for conditional likelihood to discover the likelihood of both you and your companion winning a prize.

P(You and Companion both win a prize)

= P(You win a prize) x P(Friend wins a prize|You win a prize)

= 0.3 x 0.1

= 0.03 or 3%.

thus, the likelihood that both you and your companion will win a prize in this challenge is 3%. 

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The research company can then conduct an appropriate statistical test, such as a t-test or an ANOVA, to analyze the data and determine whether to accept or reject the null hypothesis. If the null hypothesis is rejected, it would imply that there is a significant difference in the amount of vitamin D between the two types of multi-vitamins.

To examine if there is a difference in the amount of vitamin D in a brand name multi-vitamin and generic brand multi-vitamin, the appropriate hypotheses for the research company would be as follows:

Null Hypothesis (H0): There is no significant difference in the amount of vitamin D in the brand name multi-vitamin and the generic brand multi-vitamin. In other words, the mean amount of vitamin D in both types of multi-vitamins is equal.

Alternative Hypothesis (H1): There is a significant difference in the amount of vitamin D in the brand name multi-vitamin and the generic brand multi-vitamin. This means that the mean amount of vitamin D in one type of multi-vitamin is not equal to the other.

The research company can then conduct an appropriate statistical test, such as a t-test or an ANOVA, to analyze the data and determine whether to accept or reject the null hypothesis. If the null hypothesis is rejected, it would imply that there is a significant difference in the amount of vitamin D between the two types of multi-vitamins.

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Answer:

The new perimeter will be 2 times the old perimeter.

Step-by-step explanation:

Both dimensions are doubled doubled: times 2 or x2 or *2

4*2=8

2*2=4

if both measures are doubled, then the result will be doubled too.

The possible lengths of each side of the garden is given by the inequality relation 0 ≤ x ≤ 12

Given data ,

Let's assume that the square garden has sides of length x.

To surround the garden, we will need fencing of length equal to the perimeter of the square, which is 4x

The total amount of fencing is at most 52 feet

So , the inequality is

4x ≤ 52

Dividing both sides by 4, we get:

x ≤ 13

Therefore, the possible length of each side of the garden is less than or equal to 13 feet

And , each side of garden should be more than 0 , so

x > 0

Hence , the full inequality representing the possible length of each side of the garden would be 0 < x ≤ 13

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From the similar triangle, y=8.7, and x=4

From the similar triangle,

First lets find the angle both triangles share

to determine the value , solving on the bigger triangle,

cosθ= adjacent/hypothenus

cosθ= 5/10

cosθ= 0.5

θ= 60

Therefore, to obtain y,

sin 60= y/10

y=10 sin 60

y=8.7

from the smaller triangle,

to determine x

cos 60=2/x

x cos 60=2

x=2/cos60

x= 4.

Therefore, y=8.7, and x=4.

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The margin of error is an important factor in determining the sample size needed to estimate a parameter, it is not the only factor - False.

Other factors that need to be considered include the level of confidence desired, the variability of the population being sampled, and the size of the population.

The margin of error is the amount of error that is acceptable in the estimate of the parameter. The smaller the margin of error desired, the larger the sample size needed.

A higher level of confidence requires a larger sample size, as there is less room for error in the estimate. The variability of the population being sampled also plays a role in determining the sample size needed.

Finally, the size of the population being sampled also affects the sample size needed.

A smaller population requires a smaller sample size, while a larger population requires a larger sample size to ensure a representative sample.

In summary, while the margin of error is an important factor in determining the sample size needed to estimate a parameter, it is not the only factor.

Other factors that need to be considered include the level of confidence desired, the variability of the population being sampled, and the size of the population.

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The measure of angle a is 30° , angle b is 60° and angle c is 105°  calculated from the properties of angles and of triangle.

When two straight lines intersect each other at some angle, say line AB intersect line CD, then the opposite angles formed by the two lines are called vertically opposite angles. A pair of vertically opposite angles are equal to each other.

Angle a is formed at the intersection of the two straight lines, say AB and CD. The angle opposite to angle is 30°.

Thus from the definition of vertically opposite angles we get,

Angle a = 30° , since pair of vertically opposite angles are equal to each other.

In a right angle triangle one of three angles is 90° and the other two angles are acute angles. The sum of all the angles of a triangle is 180°.

Say  ΔMNO is a right angle triangle where angle a is one of the other two acute angles (where angle a = 30°).

The third angle (acute) is b.

Thus from the sum of triangle we get,

Angle a + Angle b + 90° = 180°

⇒ 30° + Angle b + 90° = 180°

⇒ Angle b = 60°

Here angle c is an angle labelled in a triangle (on the left of the previous triangle, say ΔMNO).

Two angles are said to be adjacent angles when they have a common vertex and side. The pair of adjacent angles sum to 180° , that is they are supplementary angles.

The adjacent angle of Angle c is 75°.

Thus, Angle c + 75° = 180°

⇒ Angle c = 105°

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Answer:

Step-by-step explanation:

8600

Answer:

8,600

Step-by-step explanation:

"nearest hundred", meaning 643 and since the tens place is under 50 it is closer to 600 then 700 making it 8,600

Answer:

(2x+6),(2x-6)

Step-by-step explanation:

This instance is DOTS or the difference of 2 squares so (2x+6),(2x-6). it states [tex]a^{2} - b^{2} = (a+b)(a-b)[/tex]

The length of the hypotenuse of a 45-45-90 triangle is √2x units.

To find the hypotenuse of a 45-45-90 triangle, we can use the Pythagorean theorem, which states that in a right triangle, the sum of the squares of the two shorter sides (legs) is equal to the square of the longest side (hypotenuse).

Let's denote the length of each leg of the triangle as "x". Since the triangle is isosceles, both legs are of equal length. Therefore, we can write:

Leg 1 = Leg 2 = x

To find the length of the hypotenuse (which we'll call "h"), we can use the Pythagorean theorem as follows:

x² + x² = h²

Simplifying this equation, we get:

2x² = h²

To solve for h, we need to take the square root of both sides of the equation:

√(2x²) = √(h²)

√2 * x = h

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The probability that Claire spinning an 8 is around 0.078, or 7.8%.

We may use the strategy of calculating favorable results over total outcomes to get the likelihood that Claire spins a sum of 8. We must specifically determine how many possibilities there are to reach a sum of 8 when spinning the two spinners and divide that number by the total number of possible outcomes.

To illustrate, we can use a table to display all of the possible results for spinning two spinners labeled 1-8, and then compute the sum of each outcome:

There are 64 possible outcomes (8 spinners 1 choice times 8 spinner 2 choices), and we can see that there are 5 methods to reach a sum of 8: (2,6), (3,5), (4,4), (5,3), and (6,2). As a result, the likelihood of getting an 8 is:

P(sum of 8) = number of favorable outcomes / total number of outcomes

            = 5 / 64

            = 0.078125

So the likelihood of Claire spinning an 8 is around 0.078, or 7.8%.

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Answer: To determine whether the condition of equal standard deviations is met in this case, we can perform a quick check by comparing the sample standard deviations of each group. If the sample standard deviations are roughly equal, then we can assume that the condition of equal standard deviations is met.

Alternatively, we can use Levene's test for equality of variances, which tests the null hypothesis that the population variances are equal across all groups. If the p-value of the test is greater than the significance level (usually 0.05), then we can assume that the condition of equal standard deviations is met.

Without the data or the sample standard deviations, it is not possible to determine whether the condition of equal standard deviations is met in this case.

Step-by-step explanation:

The radius of the sphere is approximately 3.634 inches.

We have,

The formula for the volume of a sphere is:

V = (4/3)πr³

where V is the volume of the sphere and r is its radius.

We know that the volume of the sphere is 36π cubic inches.

Substituting this value into the formula, we get:

36π = (4/3)πr³

Multiplying both sides by 3/4π, we get:

r³ = (36π)/(3/4π) = 48

Taking the cube root of both sides.

r = (48)^(1/3)

r = 3.634 inches (rounded to three decimal places)

Therefore,

The radius of the sphere is approximately 3.634 inches.

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The table that shows a relation that represents a function is: table D in the options given.

To determine if a relation is a function, we need to check if each value of x corresponds to a unique value of y.

A. In this relation, x = 3 is paired with two different values of y (-2 and -1) which means this relation is not a function.

B. In this relation, each value of x does not corresponds to only one value of y, so this relation is not a function.

C. In this relation, -3 and 1 are paired with two different values of y (-3 and 1), which means this relation is not a function.

D. In this relation, each value of x corresponds to only one value of y, so this relation is a function.

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The value of k is approximately 0.034. The projected Hispanic resident population in 2015 is approximately 73.9 million. The Hispanic resident population will reach 70 million in approximately 24.7 years after 2000, which corresponds to the year 2024.

To find k, we can use the fact that A = 35.3 million when t = 0 (i.e., in 2000), and A = 50.5 million when t = 10 (i.e., in 2010). Substituting these values into the exponential growth function, we get

35.3 = 35.3e^0k

50.5 = 35.3e^(10k)

Dividing the second equation by the first equation, we get

50.5/35.3 = e^(10k)

Taking the natural logarithm of both sides, we get

ln(50.5/35.3) = 10k

Solving for k, we get

k ≈ 0.034

Therefore, the exponential growth function is A = 35.3e^(0.034t).

To project the Hispanic resident population in 2015, we need to find A when t = 15 (i.e., 15 years after 2000). Substituting t = 15 into the exponential growth function, we get

A = 35.3e^(0.034*15) ≈ 73.9 million

Therefore, the projected Hispanic resident population in 2015 is approximately 73.9 million.

To find the year in which the Hispanic resident population reaches 70 million, we need to solve the exponential growth function for t when A = 70. Substituting A = 70 into the exponential growth function, we get

70 = 35.3e^(0.034t)

Dividing both sides by 35.3, we get

e^(0.034t) = 70/35.3

Taking the natural logarithm of both sides, we get

0.034t = ln(70/35.3)

Solving for t, we get

t ≈ 24.7

Therefore, the Hispanic resident population will reach 70 million in approximately 24.7 years after 2000, which corresponds to the year 2024.

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Answer:

To write the equation of the line that represents Calvin’s spending on candy, we need to first find the slope and the y-intercept of the line.

We can use the two points given in the problem: (4, 28) and (10, 25)

Slope (m) = (y2 - y1) / (x2 - x1)

= (25 - 28) / (10 - 4)

= -3/6

= -1/2

The slope represents the rate at which Calvin is spending money on candy.

Now, we can use the point-slope form of the equation of a line to find the equation of the line.

y - y1 = m(x - x1)

y - 28 = (-1/2)(x - 4)

y - 28 = (-1/2)x + 2

y = (-1/2)x + 30

Therefore, the equation of the line that represents Calvin’s spending on candy is y = (-1/2)x + 30.

Answer: Equation that represents his spending on candy- y = (³⁄₁₀) x

X = number of candy

Step-by-step explanation:

y = money spend            x = number of candy

y = (m)x

cost for 10 pieces of candy = $(28 - 25) = $3

⇛ 3 = (m)x10 (x = 10 & y = 3)

⇛m=(³⁄₁₀)

Therefore the equation representing his spending on candy is

⇛ y = (³⁄₁₀) x

To calculate the distance traveled by an object by first calculating when it is stopped, you need to follow these steps:
1. Identify the terms

2. Use the given information

3. Determine when the object is stopped

4. Calculate the distance traveled

Identify the terms:

For this question, we are focusing on distance, velocity, time, and acceleration. The object is stopped when its velocity is zero.
Use the given information:

Collect any given values such as initial velocity, final velocity, time, and acceleration.
Determine when the object is stopped:

To find out when the object is stopped, you'll need to use the equation v = u + at, where v is final velocity (0 m/s when stopped), u is initial velocity, a is acceleration, and t is time.

Solve for t (time) when the object is stopped: t = (v - u) / a.
Calculate the distance traveled:

Now that you have the time when the object is stopped, use one of the equations of motion to find the distance traveled.

We can use the equation s = ut + 0.5at²,

where s is the distance, u is initial velocity, t is the time when the object is stopped, and a is acceleration.
By following these steps and using the provided terms, you'll be able to calculate the distance traveled by an object by first calculating when it is stopped.

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Answer:

y = [tex]\frac{1}{3}[/tex]x

Step-by-step explanation:

As y increases by 1, x increases by 3.

Helping in the name of Jesus.

Answer:

there is no Modal number because all the numbers appears only once

The length of segment a in the given chords is determined as 2.

The measure of length a is calculated by applying the following formula.

Based on the angle of intersecting chord theorem, we will have the following equation.

a x 6 = 3 x 4

6a = 12

divide both sides of the equation by 6;

6a/6 = 12/6

a = 2

Thus, the value of a in the given chords is determined by applying chord theorem.

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