The quadratic function written in vertex form is:
y = -1*(x - 1)^2
What is the equation of the parabola?We know that the vertex of the parabola is (1, 0), so if the leading coefficient is a, we can write the vertex form:
y = a*(x - 1)^2 + 0
y = a*(x - 1)^2
In this case we know two points on the parabola, the vertex which is at(1, 0) and the y-intercept which is (0, -1).
Using the vertex (1, 0) we can write the parabola as:
y = a*(x - 1)^2 + 0
y = a*(x - 1)^2
Now we can use the values of the other point and replace this in the formula above so we get:
-1 = a*(0 - 1)^2
-1 = a
Then the quadratic function is:
y = -1*(x - 1)^2
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A small plane lands at a point 331 miles east and 86 miles north of the point at which it took off. Find the distance the plane flew and the direction. Distance
=∣
miles Direction
=
degrees North of East Question Help:
□
Message instructor
The direction the plane flew is 14.6 degrees North of East.
So, the final answer is:
Distance = 342 miles
Direction = 14.6 degrees North of East
The distance the plane flew can be found using the Pythagorean Theorem, which states that for a right triangle, the square of the hypotenuse (c) is equal to the sum of the squares of the other two sides (a and b): c^2 = a^2 + b^2. In this case, the distance east (331 miles) is one side of the triangle and the distance north (86 miles) is the other side.
So, we can plug in the values and solve for c:
c^2 = 331^2 + 86^2
c^2 = 109561 + 7396
c^2 = 116957
c = √116957
c = 342 miles
Therefore, the distance the plane flew is 342 miles.
To find the direction, we can use trigonometry. The direction is the angle between the east-west line and the line connecting the starting point and the landing point. We can use the tangent function to find this angle:
tan θ = opposite/adjacent
tan θ = 86/331
θ = tan^-1(86/331)
θ = 14.6 degrees
Therefore, the direction the plane flew is 14.6 degrees North of East.
So, the final answer is:
Distance = 342 miles
Direction = 14.6 degrees North of East
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Rafael is in charge of planning a reception for 3200 people. He is trying to decide which snacks to buy. He has asked a random sample of
people who are coming to the reception what their favorite snack is. Here are the results.
Favorite
Snack
Brownies
Pretzels
Potato chips
Other
Based on the above sample, predict the number of the people at the reception whose favorite snack will be brownies. Round your answer to
the nearest whole number. Do not round any intermediate calculations.
Number of
People
27
19
74
60
Answer:
To predict the number of people whose favorite snack is brownies, we need to use the proportion of people in the sample who said brownies were their favorite and apply it to the total number of people attending the reception.
The total number of people in the sample is:
27 + 19 + 74 + 60 = 180
The proportion of people in the sample who said brownies were their favorite is:
27/180 = 0.15
To predict the number of people at the reception whose favorite snack will be brownies, we can multiply the total number of people attending the reception by the proportion of people in the sample who said brownies were their favorite:
3200 x 0.15 = 480
Therefore, we can predict that approximately 480 people at the reception will have brownies as their favorite snack.
A golf course charges a cart fee of $5 for members and $10 for nonmembers. Last Sunday, the number of members with carts was at least twice the number of nonmembers. The golf course had collected at most $300 in cart fees.
If x is the number of members and y is number of nonmembers. Using the inequalities below, tell which graph represents the possible solution for the number of each kind of golfer?
Plot the coordinates on the graph to obtain the graph of the system of inequalities.
What is graphing method to solve the equation?As Math World correctly notes, to solve a system of linear equations by graphing, we simply graph both equations in the same coordinate plane and locate the intersection of the two lines.
The visual technique actually just requires three easy actions to complete: Slope-Intercept Form should be applied to both equations.
Each linear equation's graph should be shown in the same coordinate plane. Identify the system's solution.
If the lines cross, the system's solution may be found by using the coordinates of the crossing point. The problem cannot be solved if the lines are parallel.
Let us suppose number of members =x.
Let us suppose the number of non members = y.
The system of equation for the following situation is:
5x + 10y ≤ 300
x ≥ 2y
Substitute different values of x to obtain different values of y.
Plot the coordinates on the graph to obtain the graph of the system of equations.
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Use the table below to calculate the average percent change in population in California from 2000-2009.
If California's population in 2009 was 37,000,000 and the population trend were to continue, what would the population be in the year 2015?
Answer:
Step-by-step explanation: your hot
I NEED TO FINISH THIS TEST I HAVE ONLY 3 MINUTES LEFT!!
What is this number in standard form?
(8×10) + (2×1/100) +( 9×1/1,000)
heres the answer:
8x10=80
2x1=2/100= 0.02
9x1=9/1000= 0.002
0.002+0.02+80=
80.002!!
An online keyboarding course collects data comparing each students age to their typing speed. The equation of the line of best fit representing this data is y=-1.4x+117.8 , where x is the age (years) and y is the typing speed (words per minute). What is the expected typing speed of a student who is 17 years old?
Therefore, the expected typing speed of a student who is 17 years old is 94 words per minute.
What does speed feel like?It functions by dividing distance by speed. The time can also be calculated by dividing the distance traveled by the speed. You can determine the third input if you know the first two. For instance, we may get the speed as 120 x 2 = 60 miles per hour if a car travels 120 miles in two hours.
The equation of the line of best fit is:
y = -1.4x + 117.8
where x is the age in years and y is the typing speed in words per minute. To find the expected typing speed of a 17-year-old student, we can substitute x = 17 into the equation:
y = -1.4(17) + 117.8
y = -23.8 + 117.8
y = 94
Therefore, the expected typing speed of a student who is 17 years old is 94 words per minute.
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I need help on number 14 please please
Given - two tangent lines are drawn from the point B
To find - the value of BC
Explanation - when tangent lines are drawn for outside of the circle then the length of line formed is equal
We get
AB=BC
[tex]x+3 =3x-1\\x-3x=-1-3\\-2x=-4\\x=2[/tex]
BC= [tex]3x-1 =3(2)-1=6-1=5[/tex]
The length of BC = 5
Final answer - The option A is correct, the length is 5
Prove the following statement. Your work should be legible, and all of your logic should be clear and justified. Sin^4 (A) – cos^4 (A) = 1 - 2 cos^2 (A)
we have proven the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A) using the identity sin^2(A) + cos^2(A) = 1 and basic algebraic manipulation. Our work is legible, and our logic is clear and justified.
To prove the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A), we can use the following steps:
Step 1: Use the identity sin^2(A) + cos^2(A) = 1 to express sin^4(A) in terms of cos^4(A).
sin^4(A) = (1 - cos^2(A))^2
Step 2: Expand the expression on the right hand side.
sin^4(A) = 1 - 2cos^2(A) + cos^4(A)
Step 3: Rearrange the terms to get the expression on the left hand side.
sin^4(A) - cos^4(A) = 1 - 2cos^2(A)
Step 4: Verify that the expression on the left hand side is equal to the expression on the right hand side.
1 - 2cos^2(A) = 1 - 2cos^2(A)
Therefore, the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A) is proven to be true.
In conclusion, we have proven the statement sin^4(A) - cos^4(A) = 1 - 2cos^2(A) using the identity sin^2(A) + cos^2(A) = 1 and basic algebraic manipulation. Our work is legible, and our logic is clear and justified.
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Suppose you are testing the following claim: "More than 47% of car crashes occur within 2 miles of the motorists home." Express the null and alternative hypotheses in symbolic form for a hypothesis test (enter as a percentage).
H0:pH0:p (Enter percentages, not decimals. Example 99%, not 0.99)
Ha:pHa:p (Enter percentages, not decimals. Example 99%, not 0.99)
Use the following codes to enter the following symbols:
≥≥ enter >=
>> enter >
≤≤ enter <=
<< enter <
≠≠ enter !=
The null hypothesis (H0) is the hypothesis that is assumed to be true until there is evidence to suggest otherwise. In this case, the null hypothesis is that the percentage of car crashes that occur within 2 miles of the motorist's home is less than or equal to 47%. The alternative hypothesis (Ha) is the hypothesis that is being tested and is the opposite of the null hypothesis. In this case, the alternative hypothesis is that the percentage of car crashes that occur within 2 miles of the motorist's home is greater than 47%.
To express the null and alternative hypotheses in symbolic form, we can use the following symbols:
H0: p <= 47% (The percentage of car crashes that occur within 2 miles of the motorist's home is less than or equal to 47%)
Ha: p > 47% (The percentage of car crashes that occur within 2 miles of the motorist's home is greater than 47%)
Note that we are using the symbol <= for less than or equal to, and > for greater than. These symbols are used in hypothesis testing to express the null and alternative hypotheses in symbolic form.
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HELP LpEASE 25 POINTS
Area of circle A is 113.04 in²
Area of circle B is 200.96 in²
Area of circle C is 452.16 in²
Area of circle B is 254.34 in²
The number of times that the area of Circle D greater than Circle A is 2.25
What are the areas of the circles?A circle is a bounded figure which points from its center to its circumference is equidistant.
Area of a circle = πr²
Where :
π = pi = 3.14
R = radius
here, we have,
Area of circle A = 3.14 x 6² = 113.04 in²
Area of circle B = 3.14 x (6 + 2)² = 200.96 in²
Area of circle C = 3.14 x (8 + 4)² = 452.16 in²
Area of circle B = 3.14 x (12 - 3)² = 254.34 in²
Number of time that is the area of Circle D greater than Circle A = 254.34 in² / 113.04 in² = 2.25
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Complete question:
The radius of Circle A is 6 in. The radius of Circle B is 2 in. greater than the radius of Circle A. The radius of Circle C is 4 in. greater than the radius of Circle B. The radius of Circle D is 3 in. less than the radius of Circle C. What is the area of each circle? How many times greater than the area of Circle A is the area of Circle D?
The enrollment at high school R has been increasing by 15 students per year.Currently High School R has 200 students attending.High school T currently has 400 students,but it’s enrollment is decreasing in size by average of 10 students per year. If the two schools continue their current enrollment trends over the next few years, how many years will it take the schools to have the same enrollment.
So it will take 20 years for High School R and High School T to have the same enrollment.
What is enrollment?Enrollment is the process of registering for classes at a college or university. The process usually involves submitting an application and providing transcripts and other documents to the school.
The enrollment at High School R is increasing by 15 students per year while High School T is decreasing by 10 students per year. To figure out how many years it will take for both schools to have the same enrollment, we need to calculate the difference between the two schools.
High School R currently has 200 students and High School T has 400 students. The difference between the two schools is 200 students (400-200 = 200).
Since High School R is increasing by 15 students per year and High School T is decreasing by 10 students per year, it will take 20 years for the two schools to have the same enrollment.
To calculate this, we divide the difference between the two schools (200 students) by the difference between the two schools' enrollment growth (15 students - 10 students = 5 students). This gives us 200/5 = 40. Since 40 years is too long, we divide 40 by 2 and get 20, which is the answer. So it will take 20 years for High School R and High School T to have the same enrollment.
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which segments or segment are perpendicular?
thanks for helping
Answer: A. Segment CD only
Step-by-step explanation:
Perpendicular lines form 90 degree angles. The only segment that creates a 90 degree angle is CD. And we know this due to the little box that represents 90 degrees.
A person starts walking from home and walks:
5 miles East
4 miles Southeast
6 miles South
3 miles Southwest
4 miles East
Round your answers to 2 decimal places.
This person has walked a total of _____ miles.
Find the total displacement vector for this walk:
If this person walked straight home, they'd have to walk _____ miles.
This person has walked a total of 22 miles. The total displacement vector for this walk is 10.06 miles at an angle of 12.58°. If this person walked straight home, they'd have to walk 10.06 miles.
To find the total displacement vector for this walk, we can use the Pythagorean Theorem to find the magnitude of the displacement vector and the direction of the displacement vector.
First, let's find the magnitude of the displacement vector:
d = √((Δx)² + (Δy)²)
Where Δx is the change in the x-direction and Δy is the change in the y-direction.
Δx = 5 + 4cos(45°) + 0 + 3cos(225°) + 4 = 9.83 miles
Δy = 0 + 4sin(45°) + 6 + 3sin(225°) + 0 = 2.17 miles
d = √((9.83)² + (2.17)²) = √(96.58 + 4.71) = √(101.29) = 10.06 miles
So, the magnitude of the displacement vector is 10.06 miles.
Next, let's find the direction of the displacement vector:
θ = tan⁻¹(Δy/Δx) = tan⁻¹(2.17/9.83) = 12.58°
So, the direction of the displacement vector is 12.58°.
Therefore, the total displacement vector for this walk is 10.06 miles at an angle of 12.58°.
If this person walked straight home, they'd have to walk 10.06 miles.
This person has walked a total of 22 miles. The total displacement vector for this walk is 10.06 miles at an angle of 12.58°. If this person walked straight home, they'd have to walk 10.06 miles.
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If Tamara has 70 dollars, she buys a dress for 10$, A drink for 4.99, a snack for 4 dollars, and a necklace for 20$, how much does she have left?
Answer:
Tamara has $31.01 left
Step-by-step explanation:
Tamara has $70
Dress - $10
Drink - $4.99
Necklace - $20
Snack - $4
Add all of these costs up then subtract them by 70
10 + 4.99 + 20 + 4 = 38.99
70 - 38.99 = 31.01
[tex]70 - (10+4.99+4+20) = 70 - 38.99 = \$ \ 31.01[/tex]
write an equivalent expression to 8k - (5 + 2k) without parentheses
Answer:
8k - (5 + 2k) can be simplified by distributing the negative sign to the terms inside the parentheses:
8k - 5 - 2k
Then, we can combine like terms by adding the constants -5 and 8k:
6k - 5
Therefore, an equivalent expression to 8k - (5 + 2k) without parentheses is 6k - 5.
A student solved the equation x²+ 5x -60 = 5x +4. The student's work is shown below.
Determine if the student made an error. If so, explain their error AND solve for the correct solutions.
Answer:
x = -8, 8
Step-by-step explanation:
The student did make an error. When factoring [tex]x^2-64[/tex], they used incorrect factors. Using FOIL method, the students factored equation would become [tex]x^2 +32x-32x-1024 = x^2-1024[/tex], which is not [tex]x^2-64[/tex].
Instead, the factors 8 and -8 should be used.
[tex]x^{2} +5x-60=5x+4\\x^2 +5x - 64=5x\\x^2-64=0\\(x+8)(x-8)=0\\x=-8, 8[/tex]
Answer: x = ±8
Step-by-step explanation:
The given equation is:
x² + 5x - 60 = 5x + 4
The student's work shows that they simplified the equation correctly to:
x² - 64 = 0
However, their factorization of the resulting equation is incorrect. Factoring x² - 64 using difference of squares we get:
(x + 8)(x - 8) = 0
So, the solutions for x are x = -8 and x = 8. The student's solutions of x = ±32 are incorrect.
Therefore, the student made an error in factoring the equation, and the correct solutions for x are x = -8 and x = 8.
Eric worked in the neighborhood garden for 3 1-2 hours on Monday and for 4 1-4 hours on Wednesday. How many hours in all did eric work in the neighborhood garden
The total number of hours Eric worked is 7 3/4 hours.
What is addition in mathematics?
Addition is one of the four basic arithmetic operations in mathematics, along with subtraction, multiplication, and division. Addition is the process of combining two or more quantities or numbers to find their sum, or total. The symbol used to represent addition is the plus sign (+).
For example, if we want to find the sum of 3 and 4, we would write:
3 + 4 = 7
The number 3 and the number 4 are called addends, and the result of the addition operation is called the sum. Addition can involve whole numbers, fractions, decimals, and even negative numbers.
Addition has many applications in mathematics, science, and everyday life. It is used to calculate simple arithmetic problems, such as adding up the cost of items in a shopping cart, as well as more complex calculations, such as adding up the values in a data set or solving equations in algebra.
To find the total number of hours Eric worked in the neighborhood garden, we need to add the number of hours he worked on Monday and Wednesday.
Eric worked 3 1/2 hours on Monday, which can also be written as 7/2 hours.
Eric worked 4 1/4 hours on Wednesday, which can also be written as 17/4 hours.
To add these two amounts, we need to find a common denominator. The smallest number that both 2 and 4 divide into is 4. So we can convert 7/2 to 14/4 by multiplying the numerator and denominator by 2:
7/2 = 14/4
Now we can add the two fractions:
14/4 + 17/4 = 31/4
This is the total number of hours Eric worked in the neighborhood garden, in fraction form. To write it as a mixed number, we can divide the numerator by the denominator:
31 ÷ 4 = 7 with a remainder of 3
So the total number of hours Eric worked is 7 3/4 hours.
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Solve and show your solution on the grid: 2 /3 × 3 /5
The product of 2/3 and 3/5 is 2/5
Solving fractions on the grid:To represent a fraction on a grid, we need to divide the grid into equal parts based on the denominator of the fraction, and then shade in a number of those parts based on the numerator of the fraction.
Here we have
=> 2/3 × 3/5
To solve 2/3 × 3/5, we multiply the numerators together and the denominators together
=> [ 2/3 × 3/5 ] = 6/15
=> [ 2/3 × 3/5 ] = 2/5
This multiplication can be represented as given in the picture
Therefore,
The product of 2/3 and 3/5 is 2/5
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I need help on number 14 please please
Answer:
A. 5 cm
Step-by-step explanation:
AB = BC
x + 3 = 3x - 1
x - 3x = -1 - 3
-2x = -4
x = -4/-2
x = 2
BC = 3x - 1 = 3(2) - 1 = 6 - 1 = 5
b. Use the factors to write an expression for the height and width in terms of the length.
If the length of the rectangle is represented by x, then the height and width can be represented by the factors a and b, respectively. Therefore, the expression for the height and width in terms of the length can be written as:
Height = a * x
Width = b * x
These expressions can be used to find the height and width of the rectangle if the length and the factors are known.
For example, if the length is 10 and the factors are 2 and 3, then the height would be 2 * 10 = 20 and the width would be 3 * 10 = 30.
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Write the vector in the form \( \langle a, b\rangle \). The vector is (Simplify your answer, including any radicals. Use integers or fractions for any numbers in the expression.)
The vector in the form \( \langle a, b\rangle \) is simply the given vector with the values of a and b identified and simplified as necessary.
To write the vector in the form \( \langle a, b\rangle \), we need to identify the values of a and b from the given vector. The value of a corresponds to the x-component of the vector, and the value of b corresponds to the y-component of the vector.
If the given vector is \( \langle 3, -4\rangle \), then the value of a is 3 and the value of b is -4.
If the given vector is \( \langle \frac{5}{2}, \sqrt{3}\rangle \), then the value of a is \(\frac{5}{2}\) and the value of b is \(\sqrt{3}\).
If the given vector is \( \langle -2\sqrt{2}, 7\sqrt{3}\rangle \), then the value of a is \(-2\sqrt{2}\) and the value of b is \(7\sqrt{3}\).
In all of these cases, the values of a and b are either integers or fractions, and any radicals are simplified as much as possible.
So, the vector in the form \( \langle a, b\rangle \) is simply the given vector with the values of a and b identified and simplified as necessary.
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Describe the graph of y = 1/2 x − 10 − 3 compared to the graph of y = 1 x .
The graph of y = [1/2(x -10)] - 3, compared to the graph of 1/x, represents these following transformations:
Horizontal compression by a scale factor of 2.Translation right 10 units.Translation down 3 units.What is a translation?A translation happens when either a figure or a function is moved horizontally or vertically on the coordinate plane.
The four translation rules for functions are defined as follows:
Translation left a units: f(x + a).Translation right a units: f(x - a).Translation up a units: f(x) + a.Translation down a units: f(x) - a.The translations for this problem are given as follows:
x -> x - 10: shift right 10 units.y -> y - 3: shift down 3 units.Additionally, there was a multiplication by 2 in the domain, meaning that the parent function was horizontally compressed by a factor of 2.
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Let A and B be events with P(A)=0.6, P(B)=0.4, and P(B|A)=0.4. Find P(A and B)
The probability of A and B, using conditional probability, is given as follows:
0.24 = 24%.
How to obtain the conditional probability?The formula is:
[tex]P(B|A) = \frac{P(A \cap B)}{P(A)}[/tex]
In which the probabilities are listed and explained as follows:
P(B|A) is the probability of the event B happening, given that the event A happened.[tex]P(A \cap B)[/tex] is the probability of both the events A and B happening.P(A) is the probability of the event A happening.To obtain the probability of A and B, the needed parameters are already given in the problem, and are as follows:
P(B|A) = 0.4.P(A) = 0.6.Hence the probability of A and B is calculated as follows:
P(A and B) = P(A) x P(B|A)
P(A and B) = 0.6 x 0.4
P(A and B) = 0.24.
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Help with this question
A 6 th degree polynomial with a root of multiplicity 4 at x=3, and a root of multiplicity 2 at x=-1, can be written as the function y=(x-3)^(a)(x-b)^(c) where:
The answer of function can be written as [tex]y=(x-3)^4(x+1)^2[/tex].
A 6th degree polynomial with a root of multiplicity 4 at x=3, and a root of multiplicity 2 at x=-1, can be written as the function[tex]y=(x-3)^4(x+1)^2[/tex].
This is because the root of multiplicity 4 at x=3 means that (x-3) is a factor of the polynomial 4 times, and the root of multiplicity 2 at x=-1 means that (x+1) is a factor of the polynomial 2 times.
Therefore, the values of a, b, and c in the function y=(x-3)^(a)(x-b)^(c) are:
a = 4, because the root of multiplicity 4 at x=3 means that (x-3) is a factor of the polynomial 4 times.
b = -1, because the root of multiplicity 2 at x=-1 means that (x+1) is a factor of the polynomial 2 times.
c = 2, because the root of multiplicity 2 at x=-1 means that (x+1) is a factor of the polynomial 2 times.
So, the function can be written as [tex]y=(x-3)^4(x+1)^2[/tex].
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A solid with the volume 100 cubic units is is dilated by a scale factor of k find the image for each given value of k
To find the image for each given value of k, we need to multiply the original volume (100 cubic units) by the scale factor (k).
What is volume?Volume is a measure of the amount of space occupied by an object or substance. It is expressed as a numerical value, usually in cubic units, such as milliliters (mL) or cubic centimeters (cc). It is also used to measure the capacity of a container, such as a bottle, or a tank.
Dilation is a transformation that changes the size of a shape. When a solid is dilated by a scale factor of k, the new solid will be k times larger than the original solid. For example, if a solid has a volume of 100 cubic units and is dilated by a scale factor of 2, the image solid will have a volume of 200 cubic units (2 x 100).
To find the image for each given value of k, we need to multiply the original volume of the solid (100 cubic units) by the scale factor (k). We can use the equation V = kV0, where V0 is the original volume and V is the new volume, to calculate the new volume of the solid.
For example, if k = 3, the new volume will be 3 x 100 = 300 cubic units. If k = 4, the new volume will be 4 x 100 = 400 cubic units. In general, for any given value of k, the new volume will be k times the original volume.
To summarize, when a solid with a volume of 100 cubic units is dilated by a scale factor of k, the image solid will have a volume of k times the original volume (V = kV0). Therefore, to find the image for each given value of k, we need to multiply the original volume (100 cubic units) by the scale factor (k).
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Jordan's football team gained 12 yards on their first play. On the second play, the team lost 8 yards. Which expression could be used to describe the total yards gained by Jordan's team?
The total yards gained by Jordan's team is 4.
What is Expression ?
Mathematical statements called expressions must contain a minimum of two terms with either numbers, variables, or both, joined by an operator. The four different types of mathematical operators are addition, subtraction, multiplication, and division. For instance, the expression x + y is an expression where x and y are terms with an addition operator between them. Mathematical expressions can be divided into two categories: algebraic expressions, which include both numbers and variables, and numerical expressions, which solely contain numbers.
On first day, Jordan's football team gained 12 yards.
On second day, Jordan's football team lost 8 yards.
So, The total yards(net) would be :
= total yards gained by team - total yards lost by team
= 12 - 8
= 4 yards.
Here, total yards gained by team is the first expression while total yards lost by team is the second expression.
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A window for a new house is shown. How many square feet of glass does the window require, if it is double-paned? Enter your answer in the box.
A kite with a height composed of 3.2 and 4 feet, and a width composed of 2 feet and 2 feet.
Hence, the amount of glass needed in square feet is 2 × 14.4 = 28.8 sq feet.
What purposes serves Square?A square in geometry is a two-dimensional plane figure with four equal sides and four equal but 90 degree angles. The characteristics of a rectangle and a square are somewhat comparable, but only the opposite sides of a rectangle are equal. So, only if all four of a rectangle's sides are the same length can it be said to be a square.
Only the window of a new house was advertised.
a kite with a height of 3.2 and 4 feet, a width of 2 feet, and a width of 2 feet.
Two panes make up the window.
To determine: How so many sq ft of glass is needed for the window,
Triangle area equals (1/2) base x height.
= (1/2) × 2 × 3.2 + (1/2) ×2 × 3.2 + (1/2) × 2 × 4 + (1/2) × 2 × 4
=2 × 3.2 + 2 × 4
= 2 × (3.2 + 4)
= 2 × 7.2
= 14.4 sq feet
Double-paned glass is a given.
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Answer: stop being a brat
Step-by-step explanation:
What is the volume for the prism? 4 m 1.5 m 2 m
Answer: 12 [tex]m^{3}[/tex]
Step-by-step explanation:
Volume = length x width x height
Volume = 4 m x 1.5 m x 2 m
Volume = 12 cubic meters