Answer:
32ft
Step-by-step explanation:
Let's convert both the height of the person and the length of their shadow to feet so we can make a comparison.
1 foot = 12 inches
So the person's height in feet is:
5 feet + 6 inches / 12 inches/foot = 5.5 feet
The rule applied here is the concept of similar triangles. If the shadow of the person and the shadow of the flagpole are in the same proportion to their respective heights, then the two triangles formed by their heights and shadows are similar triangles. This means that the ratio of their heights to their shadow lengths is constant.
So, we can set the ratio of the person's height to their shadow length equal to the ratio of the flagpole's height to its shadow length and solve for the flagpole's height. This is done using the formula:
(person's height) / (person's shadow length) = (flagpole's height) / (flagpole's shadow length)
This is known as the proportionality rule, which states that two similar figures have the same ratios of corresponding sides.
Now, we have:
5.5/44 inches = x/16 feet
Cross multiplying, we get:
5.5 * 16 = x * 44
Solving for x:
x = 5.5 * 16 / 44
x = 32 feet
Therefore, the height of the flagpole is 32 feet.
In art class, Jake is copying a detail from a painting. He pants slowly for the first few days, but
manages to increase his rate after that. The graph shows his
progress after he increased his rate.
Answer:
Jake will finish in 990 days
Consider the following data. 9,−2,9,9,−2,−2,14 Step 1 of 3 : Determine the mean of the given data.
To find the mean of a given set of data, you divide the sum of all the values and divide it by the number of values.
[tex]9,-2,9,9,-2,-2,14[/tex]
[tex]9+-2+9+9+-2+-2+14\\=35[/tex]
There are a total of 7 values that are given. So, to find the mean, we simply must divide 35(the sum of all values) by 7(the number of values).
[tex]35\div7=5[/tex]
Therefore, the mean of our given set of data is 5.
2) Amy ran a total of 23 miles. She ran 7 miles on Monday, 5 ½ on Tuesday, 10% on
Wednesday, 5 1/4 on Thursday and x miles on Friday. How much did she run on Friday?
Answer:
2.95
Step-by-step explanation:
23 - 7 = 16
16 - 5.5 (1/2 = .50)= 10.5
10.5 - 2.30 (23 becomes 2.30 in 10%) = 8.20
8.20 - 5.25 = 2.95
2.95 miles ran on Friday
answer thissss plsss i need help
Answer:
x ≤ 217
Step-by-step explanation:
The mean is found by adding each time and dividing by the amount of attempts.
If the mean has to be no greater than 200s and there are five attempts, than the total five attempts should total to no more than 200*5=1000s
The total sum of the first four attempts is 192+206+194+191=783
x must be equal to or less than 1000 - 783 = 217
1 whole number 1/16 to decimal 50 points pls full solution heres pic i have done it but i am not sure
Answer:
Below
Step-by-step explanation:
17/16 is just 17 ÷ 16 use calculator to fin = 1.0625
Answer:
1.06
Step-by-step explanation:
Step 1: divide numerator (1) by the denominator (16):
1 ÷ 16 = 0.0625
Step 2: add this value to the the integer part:
1 + 0.0625 = 1.0625. So,
1 1/16 = 1.0625
What is the slope-intercept form of this equation?
8x + 6y = 12
please help
Answer:
The slope-intercept form is y= 4/3 x + 2
Amber sends a text message to 4 people and those 4 people send the text message to 4 more people, and so on. Write an expression to show the number of people who will receive the text message after the fifth round.
An expression to show the number of people who will receive the text message after the fifth round is, 4 x 4⁵
What is geometric progression?In algebra, in sequence we study various progressions, one of the progression is geometric, in this progression for every two consecutive terms, the common ratio is the same.
Formula for nth term of G.P.,
Tₙ = a×rⁿ
where a is first term and r is common ratio
Given that,
Amber sends a text message to 4 people
Those 4 people send the text message to 4 more people, and so on
An expression to show the number of people who will receive the text message after the fifth round = ?
This process will follow a geometric progression,
Which have common ratio = 4
First term a = 4
Fifth term = ?
Here, n = 5
Tₙ = a × rⁿ
= 4 x 4⁵
= 4096
Hence, the expression is 4 x 4⁵
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Use the number line to show 2/3 divided by 1/12
The result of 2/3 divided by 1/12 is equal to 8.
What is a number line?A number line is defined as the number marked on the line calibrated into an equal number of units. For example -1, 0, 1, and so on.
To find the result of 2/3 divided by 1/12, we can use the following equation:
= 2/3 ÷ 1/12 = (2/3) × (12/1)
= 8
Since the multiplication of two numbers is equivalent to the division of their reciprocals, we can use the number line to represent the division as multiplication:
2/3 is located between 1/2 and 1 on the number line, and 1/12 is located between 0 and 1/10. Multiplying 2/3 by 12/1 is the same as moving 12 units to the right on the number line, which is equivalent to moving from 2/3 to 8.
So, the result of 2/3 divided by 1/12 is equal to 8.
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There are 10 brown, 10 black, 10 green, and 10 gold marbles in bag. A student pulled a marble, recorded the color, and placed the marble back in the bag. The table below lists the frequency of each color pulled during the experiment after 40 trials..
Outcome Frequency
Brown 13
Black 9
Green 7
Gold 11
Compare the theoretical probability and experimental probability of pulling a brown marble from the bag.
The theoretical probability, P(brown), is 50%, and the experimental probability is 25%.
The theoretical probability, P(brown), is 50%, and the experimental probability is 22.5%.
The theoretical probability, P(brown), is 25%, and the experimental probability is 13.0%.
The theoretical probability, P(brown), is 25%, and the experimental probability is 32.5%.
Answer: P(brown), is 25% he experimental probability is 32.5%.
Step-by-step explanation:
The theoretical probability, P(brown), is 25%, and the experimental probability is 32.5%.
find the directrix of this equation
The equation's directrix of [tex]y^{2}-6y-2x+19=0[/tex]. is 4.5 since this parabola's directrix's equation is x + a = 0.
what is equation ?
The statistic is said to be in a simplified sense when divided into its smallest equivalent fraction. What to do to determine the most basic form. Look for common factors in the denominators and numerators. A statement having two equal sides and then an equal sign in the midpoint is called an equation in mathematics. The conceptual model of any formula contains the degrees of all the variables given descending order. The typical form of a linear equation is an x + b = 0. This same general form of a mathematical expression with two variables is an x + b y + c = 0. (or something similar). Inequalities can be categorized either identities or dependent equations. An id holds true regardless of the value given to the variables.
given
Knowing the axis and vertex of a parabola allows one to determine the directrix of the curve.
The equation of the directrix of this parabola is x + a = 0 for an equation of the parabola in standard form [tex]y^{2} = 4ax[/tex], with focus at (a, 0) axis as the x-axis.
equation = [tex]y^{2}-6y-2x+19[/tex]=0
directrix x = h−p
(y−k)2 = 4p(x−h),p≠0
Directrix: x=4.5
The equation's directrix of [tex]y^{2}-6y-2x+19=0[/tex]. is 4.5 since this parabola's directrix's equation is x + a = 0.
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The complete question is:-
Find the directrix of this equation of y2-6y-2x+19=0
TECHNOLOGY Pew Research Center released a survey that asked whether participants thought technological advancements in the future will make people’s lives better or worse. Of the people interviewed, 423 earned less than $50,000 per year and 328 earned $50,000 or more. Of those earning less than $50,000 per year, 262 thought that people’s lives would get better, and 240 of those who earned $50,000 or more thought the same. Organize the data in a two-way frequency table.
Answer:
With technology and digital communication, it's
becoming easier to communicate because people
do not have to do that initial face-to-face reaction
when they are behind a keyboard. This can be a
good or a bad thing depending on how one
chooses to communicate.
Answer:
[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&262&240&502\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&161&88&249\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&423&328&751\\\cline{1-4}\end{array}[/tex]
Step-by-step explanation:
From the given information, the two options of the "annual salary" category are:
Less than $50,000 per year.$50,000 or more per year.From the given information, the two options of the "opinions" category are:
People's lives would get better.People's lives would not get better.To create a two-way frequency table to visually represent the possible relationships between the two sets of categorical data:
Create a 4x4 table.Label the top row of the table with one category and the left side of the table with the other category. Label the right column "Total" and the bottom row "Total".[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&&&\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&&&\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&&&\\\cline{1-4}\end{array}[/tex]
Add the given information to the table:
[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&262&240&\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&&&\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&423&328&\\\cline{1-4}\end{array}[/tex]
From the table, we can see that of the 423 of people that earned less than $50,000 per year, 262 thought that people's live would get better.
To calculate the number of people that earned less than $50,000 per year that thought people's lives would not get better, subtract 262 from 423 and place this number in the cell in column 2, row 3.
Continue like this to fill out the rest of the table, remembering to calculate the column and row totals:
[tex]\begin{array}{|l|c|c|c|}\cline{1-4}\vphantom{\dfrac12}&\text{Less than \$50,000}&\text{\$50,000 or more}&\text{Total}\\\cline{1-4}\vphantom{\dfrac12}\text{Lives get better}&262&240&502\\\cline{1-4}\vphantom{\dfrac12}\text{Lives don't get better}&161&88&249\\\cline{1-4}\vphantom{\dfrac12}\text{Total}&423&328&751\\\cline{1-4}\end{array}[/tex]
i NEED AN ANSWER NOOOOW
You deposit $300 each month into an account earning 2% interest compounded monthly. a) How much will you have in the account in 15 years? b) How much total money will you put into the account? c) How much total interest will you earn?
Answer:
You will have 4500 dollars in your account. The interest might be %30
Step-by-step explanation:
I just multiplied everything by 15 i don't know this I just want to
help
Which function is the inverse of f()= 4x2?
The inverse of the function is g(x) = √[(x + 3)/4]
How to determine the inverse of the functipnFrom the question, we have the following parameters that can be used in our computation:
f(x) = 4x^2 - 3
Rewrite the function as
y = 4x^2 - 3
Swap the variables
x = 4y^2 - 3
Make y the subject
So, we have the following representation
y = √[(x + 3)/4]
Rewrite as
g(x) = √[(x + 3)/4]
Hence, the inverse is g(x) = √[(x + 3)/4]
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Devonne compared the memory usage of two computers as various programs were run. She concluded that Computer A uses more megabytes for each additional program than Computer B. Is she correct?
Yes. Computer A has the greater slope.
Yes. Computer A has greater initial value.
No. Computer B has the greater slope.
No. Computer B has the greater initial value.
The correct statement regarding the linear functions is given as follows:
No. Computer B has the greater slope.
How to define the linear function?The slope-intercept definition of a linear function is given as follows:
y = mx + b.
In which:
The slope m represents the rate of change of the output variable relative to the input variable.The intercept b represents the value of y when the graph of the function touches of crosses the y-axis.For Computer A, when x increases by 2, y increases by 176 - 32 = 144, hence the slope is given as follows:
m = 144/2
m = 72.
For Computer B, when x increases by 2, y increases by 370 - 198 = 172, hence the slope is given as follows:
m = 172/2
m = 86.
Which means that Computer B uses more megabytes for each additional program, as 86 > 72.
Missing InformationComputer A: A graph has programs on the x-axis and megabytes on the y-axis. A line goes through (0, 32) and (2, 176). Computer B: A 2-column table with 3 rows. Column 1 is labeled Programs: x with entries 2, 4, 6. Column 2 is labeled Megabytes: y with entries 198, 370, 542.
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RIDES The Giant Canyon Swing is a thrill ride at Colorado’s Glenwood Taverns Adventure Park. The ride sits 3000 feet above the Colorado River and swings riders out over the Glenwood Canyon. Suppose the swing arms of the ride are about 41 feet long, and the axis from which the arms swing is about 43 feet above the base of the ride. What is the height of the riders above the Colorado River at the peak of the arc shown? Round to the nearest foot if necessary.
The height of the riders above the Colorado River at the peak of the arc shown will be 3,064.73 feet.
What is a vector?The quantity which has magnitude, and direction, and follows the law of vector addition is called a vector.
The length of the variable 'y' is given as,
sin (212° - 180°) = y / 41
0.5299 = y / 41
y = 21.73 feet
The height of the riders above the Colorado River is given as,
⇒ 21.73 + 43 + 3,000
⇒ 3,064.73 feet
The height of the riders above the Colorado River at the peak of the arc shown will be 3,064.73 feet.
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The missing part is given below.
NEED HELP ASAP don’t know exactly ow to do it keep getting the wrong answer
Answer:oh ez it is D=11 Dx=26 x=16 and y = 35
Step-by-step explanation:
I know the answers because I had the same problems lol
A change in tempo is the only thing that can make a musical cliché more effective.
A. False, a change in dynamics is the only thing that can make a musical cliché more effective.
B. True
C. False, using changes in tempo and dynamics can make a musical cliché more effective.
D. False, a change in tempo cannot make a musical cliché more effective.
The statement - A change in tempo is the only thing that can make a musical cliché more effective is
C. False, using changes in tempo and dynamics can make a musical cliché more effective.What is a musical cliché?A musical cliché refers to a commonly used and overused musical idea. To make a musical cliché more effective, changes in both tempo and dynamics can be used.
Tempo refers to the speed of the music, while dynamics refer to the volume or loudness of the music. By changing both of these elements, a composer or performer can add variety, interest, and impact to a musical cliché and make it more effective.
However, this may not always be the case, as the effectiveness of a musical cliché also depends on the context and the artistic intention of the composer or performer.
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Work out the following sheet
Answer: MNO is an isosceles triangle
Step-by-step explanation:
the right hand corner is 80 degrees and the left one is 45 degrees, you work this out by knowing a straight line is 180 degrees, 180-110 is 70. 55+70=125 and then 180-125 is 55.
not sure how to solve the second question so maybe repost it, hope i helped :D
Joel has brownies. The length of each brownie is 7cm and the width is 5cm find the area of the brownies
The area of each brownie is 35 cm².
What is area?Area is the amount of space occupied by a two-dimensional figure. In other words, it is the quantity that measures the number of unit squares that cover the surface of a closed figure. The standard unit of area is square units which is generally represented as square inches, square feet, etc.
Given that, the length of each brownie is 7 cm and the width is 5 cm.
Here, the area is Length×Width
= 7×5
= 35 cm²
Therefore, the area of each brownie is 35 cm².
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An investment portfolio is shown below.
Investment Amount Invested ROR
Money Market Account $3,200 2.1%
Government Bond $1,750 4.4%
Preferred Stock $1,235 −7.8%
Common Stock $2,300 10.5%
Using technology, calculate the difference between the arithmetic average ROR and the weighted average ROR. Round to the nearest tenth of a percent.
0.5%
1.1%
2.3%
3.5%
Using technology, the difference between the arithmetic average ROR and the weighted average ROR is 0.52%
What is arithmetic mean?The Arithmetic Mean will be called the Simple Arithmetic Mean when it is calculated as the quotient between the sum of all the different related values and the number of observations involved in this sum.
Given An investment portfolio
Since arithmetic average ROR:
The average arithmetic average ROR is the sum of the rate of returns divided by the number of investments arithmetic average:
ROR = (2.1%+ 4.4%+ 7.8% + 0.5%)/4
arithmetic average ROR=6.20%
total amount invested=$3200+$1750+$1235+$2,300
total amount invested=$8,485
weighted average:
ROR = (3200/8485 * 2.1%+ 1750/8485 * 4.4%+ 1235/8485 *7.8% + 2300/8485 *0.5%)
weighted average:
ROR=5.68%
difference=6.20%-5.68%
difference=0.52%
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Answer: it’s 1.1%
Step-by-step explanation: just got it right on the test
Anyone knows how to do this
well, in 2005 there were 55000 folks, and then 3 years later it was 61600, since we know the increment is linear, then we can just call year 2005 year 0 and use a table for that
[tex]\begin{array}{ccll} \stackrel{x}{year}&\stackrel{y}{population}\\ \cline{1-2} 0&55000\\ 3&61600 \end{array}\hspace{5em} (\stackrel{x_1}{0}~,~\stackrel{y_1}{55000})\qquad (\stackrel{x_2}{3}~,~\stackrel{y_2}{61600}) \\\\\\ \stackrel{slope}{m}\implies \cfrac{\stackrel{\textit{\large rise}} {\stackrel{y_2}{61600}-\stackrel{y1}{55000}}}{\underset{\textit{\large run}} {\underset{x_2}{3}-\underset{x_1}{0}}} \implies \cfrac{ 6600 }{ 3 } \implies 2200[/tex]
[tex]\begin{array}{|c|ll} \cline{1-1} \textit{point-slope form}\\ \cline{1-1} \\ y-y_1=m(x-x_1) \\\\ \cline{1-1} \end{array}\implies y-\stackrel{y_1}{55000}=\stackrel{m}{ 2200}(x-\stackrel{x_1}{0}) \\\\\\ y-55000=2200x\implies {\Large \begin{array}{llll} y=2200x+55000 \end{array}} \\\\[-0.35em] ~\dotfill\\\\ \stackrel{\textit{in 2010 from 2005 that's 5 years later, x = 5}}{y = 2200(5)+55000}\implies {\Large \begin{array}{llll} y=66000 \end{array}}[/tex]
6-29. Graph each of the following inequalities on a number line. 6-29 HW eTool (CPM). Homework
Help
a. x > 3
b. x ≤5
c. x ≥-4
VAVIN
The inequalities contain greater than, less than or equal, and greater than or equal. The inequalities are attached below.
What is a closed circle?
For numbers that are either less than or greater than (< or >), open circles are used. For numbers that are less than or equal to and greater than or equal to (≤ or ≥), closed circles are used.
A number line can be used to display inequality.
Given inequalities are
x > 3
x ≤5
x ≥-4
The inequity x > 3 contains a greater than symbol. Thus there will be an open circle at 3. x is greater than 3, so the arrow from the circle must show the numbers that are larger than 3.
The inequity x ≤5 contains a less than or equal symbol. Thus there will be a close circle at 5. x is less than or equal to 5, so the arrow from the circle must show the numbers that are less than 5.
The inequity x ≥-4 contains a greater than or equal symbol. Thus there will be a close circle at -4. x is greater than or equal to -4, so the arrow from the circle must show the numbers that are greater than -4.
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Price (£) 1150
Demand 415
The unit Production and supply cost of each electric bicycle is 740
So What will be the profit of the unit
The profit of the unit is £410
What is unit profit?Profit is the revenue remaining after all costs are paid. Profit is the difference between business income (revenue) and business expenses (costs
To get the unit profit;
unit profit = Price - production cost
From the question,
The unit production cost is 740 while the price is 1150
using the formula above,
Unit profit = 1150 - 740
Unit profit = £410
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In the figure, / Ilm. Find the measure of
each angle. Each problem is different.
35) If m27=100°, then m/3 =
36) If m27=175°, then m26=_
37) If m27 = 120°, then m25 =
38) If m/4=20°, then m27 =
39) If m/3=140°, then m28 =
40) If m/4= 30°, then m4=
41) If m24 = 40°, then m2 =
42) If m27=125°, then m/4=
In the above angle measurement problem,
35) If m∠7=100°, then m∠3 = 100° (Alternative Angles)
36) If m∠7=175°, then m∠6= 5° (Co-interior Angles)
37) If m∠7 = 120°, then m∠5 = 120° (Corresponding Angles)
38) If m∠4=20°, then m∠7 = 160° (Angles on a straight line and Corresponding Angles)
39) If m∠3=140°, then m∠8 = 40° (m∠3 = m∠1 Corresponding angles; ∠1+ ∠8 = 180° - Angles on a straight line)
40) If m∠4= 30°, then m∠1 = 150° (Corresponding Angles)
41) If m∠4 = 40°, then m∠2 = 40° (Corresponding Angles)
42) Ifm∠7=125°, then m∠4= 55° (∠4=∠2; Corresponding angles: 180° - ∠7 = 55° - Angles on a Straight Line)
What is a Corresponding Angle?When two parallel lines meet any other line, comparable angles are generated in matching corners or corresponding corners with the transversal.
Congruence and likeness tests in geometry require comparing matching sides and angles of polygons. Each side and angle in one polygon is matched with a side or angle in the second polygon, with the order of adjacency preserved.
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if cos theta =3/4 find sec theta
Answer:
secΘ = [tex]\frac{4}{3}[/tex]
Step-by-step explanation:
using the identity
• secΘ = [tex]\frac{1}{coa0}[/tex] = [tex]\frac{1}{\frac{3}{4} }[/tex] = [tex]\frac{4}{3}[/tex]
1/
3
of my bananas are yellow and ! green. The rest are pink. What fraction are pink?
Answer:
Pink bananas? Weird, but cool.
Anyways, the answer would be 2/3.
This is correct because:
1/3 + 2/3 = 3/3 = 1 whole
Step-by-step explanation:
Hope it helps! =D
y less than two thirds times x plus 2 (0, 3) (−3, 1) (3, 5) (1, 2)
As per the given statement, the inequality will be equal to y<2/3x+2.
What is an inequality?Inequalities are mathematical expressions where neither side is equal. In inequality, as opposed to equations, we compare the two values. Less than (or less than and equal to), larger than (or greater or equal to), or not similar to signs are used in place of the equal sign in between.
here, we have,
As per the data provided in the question,
The statement is,
y is less than 2/3 times of x, that is = y<(2/3)x and,
then it is plus two is added to the equation,
y<(2/3)x+2
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P=W (1+a)/1-a Make a the subject
The variable a as the subject is a = (P -W)/(W + P)
How to make a the subject of the formulaFrom the question, we have the following parameters that can be used in our computation:
P=W (1+a)/(1-a)
Cross multiply the equation
So, we have the following representation
P - Pa = W + Wa
Collect the like terms
This gives
Wa + Pa = P - W
So, we have
a(W + P) = P - W
Divide
a = (P -W)/(W + P)
Hence, the solution is a = (P -W)/(W + P)
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Story Problem 62: A delivery driver had to make 9 stops on his route. He dropped off the same number of boxes at each stop. If he dropped off a total of 49 large boxes and 59 small boxes, how many boxes did he drop off at each stop?
There are 9 stops altogether, and a total of 5 large boxes and 6 little boxes are delivered to each one.
what is unitary method ?
The unit tactic is a method for addressing dilemmas that entails first figuring out the price of a single unit, then increasing that value to figure out the needed value. Simplest terms, the unit method is used to derive a single unit value out of a multiple that is supplied. For example, 40 pens may cost 400 dollars, which is equal to the cost of one pen. This procedure could follow a regular procedure. a single nation. anything has a distinct identity. Its l'hopital and reciprocal are equal in terms of mathematics, algebra, abstract algebra, mathematical analysis, or mathematics of vectors or operators.
given
total number of stops = 9
total number of large boxes = 49
A total of 59 tiny boxes
every stop has the same number of boxes:
There are the same number of boxes at each station
for large boxes (49/9) = 5
small boxes (59/9) = 6
There are 9 stops altogether, and a total of 5 large boxes and 6 little boxes are delivered to each one.
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