each of the small squares in the figure measures 2 meters on each side. what is the area of the triangle?

Answer:

EF = 3.16

Step-by-step explanation:

Assume the triangles are similar.

BC/EF = BA/ED

7.9/EF = 11/4.4

11(EF) = 4.4 × 7.9

EF = 0.4 × 7.9

EF = 3.16

Thus, the cost of steel for making  500 solid steel part for a wind turbine is found as: Total Price = $1170.04 .

Atmospheric gases move according to their densities as one material rises above another. It affects what floats and what starts to sink in a body of water. A estimate of how compressed matter is is what density means. How much "stuff" is crammed into an area, to put it simply.

It is a calculable and manipulable formula in mathematics. Density is used to discuss population in various fields, such as the social sciences.

Density = mass / volume

mass = density * volume.

density of steel =  7.95 g/cm³

volume of steel = 1,015 cm³

Unit rate =  $0.29 per kilogram

mass = 7.95 * 1,015 g

mass = 8069.25 g

mass of 500 parts = 500* 8069.25

mass of 500 parts = 4034625 grams

mass of 500 parts = 4034625/1000 = 4034.625 kg

Total Price = mass of 500 parts *Unit rate

Total Price = 4034.625 * 0.29

Total Price = $1170.04

Thus, the cost of steel for making  500 solid steel part for a wind turbine is found as: Total Price = $1170.04 .

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Answer:

c

Step-by-step explanation:

the open circle means less than or equal too so it cant be B or D

and its pointing to the right so the mouth will eat the bigger number and the bigger number is X

Answer: 45r6

Step-by-step explanation:

Answer:top one

Step-by-step explanation:

im doing it

Answer:

Step-by-step explanation:

Let S be the number of specimens and W be the number of weeks.

We know that initially Joe starts with 83 specimens, and every week the number of specimens doubles. Therefore, the equation that represents the scenario is:

S = 83 * 2^(W-1)

Here, (W-1) is used to account for the initial number of specimens already given in the problem.

This equation gives the number of specimens S after W weeks, taking into account the doubling of specimens every week.

The answer is 27 units of potassium. To determine the amount of potassium in the soil sample, we first need to use the given ratio of nitrogen to potassium to find the ratio between their respective quantities in the soil.

The ratio of nitrogen to potassium is 12:9, which can be simplified to 4:3 by dividing both sides by 3. This means that for every 4 units of nitrogen, there are 3 units of potassium in the soil sample. Since we know that the soil sample contains 36 units of nitrogen, we can use the ratio we just found to calculate the amount of potassium. To do this, we can set up a proportion: 4 units of nitrogen : 3 units of potassium = 36 units of nitrogen : x units of potassium

Solving for x, we cross-multiply and simplify:

4x = 3 * 36

4x = 108

x = 27

Therefore, the soil sample contains 27 units of potassium.

In summary, we used the given ratio of nitrogen to potassium to find the ratio between their respective quantities in the soil, and then set up a proportion using the known quantity of nitrogen to solve for the unknown quantity of potassium. The answer is 27 units of potassium.

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If ABCD is dilated by a scale factor of 3, the coordinate of B' would be (-6, 6).

In Geometry, dilation simply refers to a type of transformation which typically changes the size of a geometric object, but not its shape.

This ultimately implies that, the size of the geometric shape would be increased (stretched or enlarged) or decreased (compressed or reduced) based on the scale factor applied.

Next, we would apply a dilation to the coordinates of the pre-image by using a scale factor of 3 centered at the origin as follows:

Ordered pair B (-2, 2) → Ordered pair B' (-2 × 3, 2 × 3) = Ordered pair B' (-6, 6).

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Option D (132 square centimeters)

Here is how I got my answer (Look at picture below):

• First, I did the rectangle outlined in red, 4×10=40

• Second, I did triangles outlined in yellow, [(4×3)÷2]×2=12

• Third, I did the rectangle outlined in blue, 10×5=50

• Fourth, I did the rectangle outlined in purple, 3×10=30

Lastly, I added up the sum which was 40+12+50+30=132

—————

Please remember to revise this and make it in your own words if you want! I hope this helps you. -Doodle

—————

Answer:

69 mph

Step-by-step explanation

Let the speed of boat be x hence speed downstream is x+3 but speed upstream will be x-3

Speed is distance per unit time and time is same hence

24(x-3)=22(x+3)

24x-72=22x+66

2x=138

X=138/2=69

Therefore, the speed of boat is 69 miles per hour or

The boat in the problem travels different distances at different rates, but in the same amount of time for each trip. Distance is rate times time, d=r⋅t, which, solving for t, becomes

t=dr.

The trip against the current has rate r=s−3, so the time it takes to complete the trip is

t=20s−3.

The time it takes to complete the trip with the current is

t=22s+3.

The time to complete each trip is the same, so set the fractions equal to each other.

20s−3=22s+3

Multiply each side by (s−3)(s+3).

20(s−3)(s+3)(s−3)=22(s−3)(s+3)(s+3)

Simplify.

20(s+3)=22(s−3)

Distribute coefficients.

20s+60=22s−66

Combine like terms.

2s=126

Divide each side by 2 to find the solution,

s=69 mph.

Sorry if im wrong

y.8x-4y=-16Y=?x+To solve for y in the equation 8x - 4y = -16, we need to isolate y on one side of the equation. We can do this by subtracting 8x from both sides of the equation. 8x - 4y = -16 -4y = -16 - 8x Next, we can simplify the right side of the equation by factoring out -8. -4y = -8(2 + x) Finally, we can solve for y by dividing both sides of the equation by -4. y = 2 + 0.5x So the solution for y in terms of x is y = 2 + 0.5x.

Answer:

y=4+2x

Step-by-step explanation:

The correct relationship most likely reflects both correlation and causation is Eating burgers more often is associated with eating french fries more often.

What is correlation?

Correlation refers to the statistical relationship between two variables. In other words, it measures how closely two variables are related to each other. A correlation can be positive, negative, or zero, depending on the direction and strength of the relationship between the variables.

However, correlation does not imply causation, which means that even if two variables are strongly correlated, it does not necessarily mean that one causes the other. There may be other underlying factors or variables that are responsible for the observed correlation.

The relationship that most likely reflects both correlation and causation is:

Eating burgers more often is associated with eating french fries more often.

This is because burgers and french fries are often served together at fast food restaurants, and the consumption of one is likely to lead to the consumption of the other.

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The area of the rectangle is the product of its length and width, while the area of the triangle is half the product of its base and height. The total area of the polygon is 96 [tex]in^{2}[/tex] + 30 [tex]in^{2}[/tex] = 126 [tex]in^{2}[/tex].

A polygon that has sides of varying lengths and unequal angles is said to have irregular sides. A regular polygon, on the other hand, has equal-length sides and angles.

An irregular polygon can have any number of sides, any number of angles, and any shape for its sides. The area and perimeter of irregular polygons must be determined using particular formulae that take into consideration the unique characteristics of each individual polygon since irregular polygons can have a wide range of varied sizes and forms.

To find the area of an irregular polygon, we can divide it into smaller shapes such as triangles and rectangles, find the area of each shape, and add them together.

In this case, we can divide the polygon into a rectangle and a right triangle, as shown in the diagram below:

The area of the rectangle is the product of its length and width:

Area of rectangle = 8 in x 12 in = 96 [tex]in^{2}[/tex]

The area of the triangle is half the product of its base and height:

Area of triangle = 1/2 x 6 in x 10 in = 30 [tex]in^{2}[/tex]

Therefore, the total area of the irregular polygon is:

Area = Area of rectangle + Area of triangle

= 96 [tex]in^{2}[/tex] + 30 [tex]in^{2}[/tex]

= 126 [tex]in^2[/tex]

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0.1 gallons per second is the unit rate in the given situation.

An item's unit rate is its price for one of them.

This is expressed as a ratio with a one as the denominator.

For instance, if you covered 70 yards in 10 seconds, you covered 7 yards on average every second.

Seven yards in one second and 70 yards in ten seconds are both ratios, but only one of them is a unit rate.

The denominator of a unit rate is always 1.

Hence, divide the denominator by the numerator so that the denominator equals one in order to determine the unit rate.

The unit rate is 50km/5.5 hours = 9.09 km/hour, for instance, if 50km are traveled in 5.5 hours.

So, in the given situation the unit rate would be:

0.1 gallons per second

Therefore, 0.1 gallons per second is the unit rate in the given situation.

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The problem states that Jonathan is using a hose to fill his pool with water. Initially, the pool already had 2,000 gallons of water in it before he started.

By doing step by step process we can get both equations solution:

The hose puts water into the pool at a rate of 360 gallons per hour.

Equation 1: g = 360h

Explanation: The number of gallons that the hose has put into the pool (g) is directly proportional to the number of hours that the hose has put water into the pool (h) at a constant rate of 360 gallons per hour. Therefore, we can express this relationship as g = 360h.

Equation 2: w = g + 2,000

Explanation: The total number of gallons of water in the pool (w) is equal to the number of gallons that the hose has put into the pool (g) plus the initial 2,000 gallons of water that were already in the pool. Therefore, we can express this relationship as w = g + 2,000.

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Assessment for Learning is a type of assessment that is used to evaluate students' progress and understanding throughout the learning process.

An evaluation that is brief and specifically focused on supporting planning and decision-making is known as a micro-assessment. A micro-assessment can be utilized to quickly and easily acquire data that is required for making decisions, establishing objectives or directions, or carrying out elevated or early planning.

Assessment for Learning:

Assessment for Learning is a type of assessment that is used to evaluate students' progress and understanding throughout the learning process. It is designed to provide teachers with feedback on how well their students are learning and to identify areas where students may need additional support. Assessment for Learning involves ongoing, interactive assessments that focus on identifying students' strengths and weaknesses.

Importance of Assessment for Learning:

It assists teachers in determining the areas in which students are having difficulty and in modifying their pedagogical approaches accordingly.

Implementation of Assessment for Learning in my Learning Area:

Provide regular feedback to students on their work, highlighting areas of strength and areas that need improvement.

Assessment Used for Learning (Formative):

Formative assessment is a type of assessment that is used to evaluate students' progress and understanding throughout the learning process. It is designed to provide teachers with feedback on how well their students are learning and to identify areas where students may need additional support. Formative assessment involves ongoing, interactive assessments that focus on identifying students' strengths and weaknesses.

Importance of Formative Assessment:

Teachers might then modify their pedagogical approaches in light of the areas in which their students are having difficulty.

Implementation of Formative Assessment in my Learning Area:

Provide regular feedback to students on their work, highlighting areas of strength and areas that need improvement.

Assessment Used for Promotional Purposes (Summative):

Summative assessment is a type of assessment that is used to evaluate students' learning at the end of a unit or course. It is designed to provide a summary of what students have learned and to determine whether they have met the expected learning outcomes.

Importance of Summative Assessment:

It provides a summary of what students have learned and helps to determine whether they have met the expected learning outcomes.

Implementation of Summative Assessment in my Learning Area:

Provide students with clear expectations and learning outcomes at the beginning of a unit or course.

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Answer:

[tex]x = \frac{ab - y}{a} [/tex]

Step-by-step explanation:

[tex]y = a(b - x)[/tex]

[tex](b - x) = \frac{y}{a} [/tex]

[tex] - x = \frac{y}{a} - b[/tex]

[tex]x = b - \frac{y}{a} [/tex]

Make a the common denominator:

[tex]x = \frac{ab - y}{a} [/tex]

Step-by-step explanation:

You should go ahead and label the x axis as hours and the y axis as distance and go in 25s

ex- 25 50 75 100 etc

Now plot the points on the graph according to the information given in the paragraph.

NO IDEA i'm only in 5th grade sorry.

Answer:

51

Step-by-step explanation:

To find the value of the expression, you need to simplify it following PEMDAS (Parenthesis, Exponents, Multiplication/Division, Addition/Subtraction) If you try and simplify the problem without following the order of operations, you won't always get the right answer.

You want to start by simplifying what is inside the parenthesis.

[tex](10+5)+6*8-12\\15+6*8-12[/tex]

Next you want to do the multiplication:

[tex]15+6*8-12\\15+48-12[/tex]

Now we can just combine the rest of the terms

[tex]15+48-12\\51[/tex]

Answer:      132 hours

Step-by-step explanation:

First you divide 11/2 which equals 5.5 then you multiply it with 24, which is equal to 132

∆ACE is similar to ∆BDE because angle A is equal to angle B and angle is common.

Two triangles are similar if they have the same ratio of corresponding sides and equal pair of corresponding angles.

Therefore for ∆ACE to be similar to ∆BDE, their corresponding angles must be equal.

To show that the angles are equal,

<AEC = <DEB( vertically opposite angles )

<A = <B ( alternate angles)

therefore the value of angle C will be equal to the angle of D.

We can therefore say that ACE is similar to ∆BDE.

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Answer:

76

Step-by-step explanation:

its 76 :) <333

The polygon is a quadrilateral, rectangle, parallelogram, square and rhombus.

A polygon is a closed two-dimensional geometric figure made up of straight line segments connected end-to-end. The segments, or sides, intersect at their endpoints, or vertices.

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Answer:

We can use the formula for compound interest:

A = P(1 + r/n)^(nt)

where:

A = the final amount

P = the principal amount (initial investment)

r = the annual interest rate (as a decimal)

n = the number of times the interest is compounded per year

t = the time period in years

In this case, we have:

P = £1430

r = 0.005 (0.5% per month)

n = 12 (compounded monthly)

t = 9/12 = 0.75 (9 months is three-quarters of a year)

So we can plug in these values to find the final amount:

A = £1430(1 + 0.005/12)^(12*0.75)

A ≈ £1481.18

Therefore, the amount of money in the account after 9 months will be approximately £1481.18.

0.006678 rounded to 3 decimal places is 0.0067.

We have,

To round 0.006678 to 3 decimal places, we need to look at the fourth decimal place (the digit 7).

Since 7 is greater than or equal to 5, we round up the last digit (8) by adding 1 to it.

Now,

The rounded number is 0.0067

So 0.006678 rounded to 3 decimal places is 0.0067.

Thus,

0.006678 rounded to 3 decimal places is 0.0067.

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Below is the Journal Voucher of District Administration Office, Jhapa for its Budget Expenditure.

What is budget expenditure?

Budget expenditure refers to the total amount of money spent by an organization, government, or individual during a specific period of time, as specified in their budget. A budget is a financial plan that outlines the expected income and expenses for a certain period of time, usually a year.

In this journal voucher, we have recorded the various expenses incurred by the District Administration Office, Jhapa during the month of Bhadra.

The first entry records the purchase of office furniture from Sharma Furniture Store for Rs. 40,000, paid by issuing a payment order.

The second entry records the payment of house rent for Rs. 25,000 on the 5th of Bhadra.

The third entry records the payment of Rs. 1,00,000 for the purchase of computers from Computer Land on the 15th of Bhadra.

The fourth entry records the payment of TADA to a section officer for Rs. 15,000 on the 25th of Bhadra.

The fifth entry records the payment of telephone charges of Rs. 5,000 and electricity charges of Rs. 6,000 on the 30th of Bhadra. The bank account is credited for each transaction, indicating that the expenses have been paid through the bank.

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Answer:

14.0°

Step-by-step explanation:

[tex]\frac{sin(35)}{19} = \frac{sin(B)}{8}[/tex]

There is a B next to sin, but it represents m∠B. Note that both angles are in degrees.

Cross multiply the above equation.

8sin(35) = 19sin(B)

m∠B = [tex]sin^-1(\frac{8sin(35)}{19} )[/tex]

m∠B = 0.24391 rad

        ≅ 14.0°