Find the perimeter of the figure below, composed of an isoceles trapezoid and one semicircle. Rounded to the nearest tenths place

Answer:

it would be rounded to about 4028003

Step-by-step explanation:

Answer:

4,000,000

Step-by-step explanation:

Answer:

$384

Step-by-step explanation:

4 days a week multiplied by 32 weeks is 128 days.

128 days multpiplied by 3 is 384.

Meaning Jeremiah will need $384 for the school year.

Answer:

(x^2)^(3/4)/7^(3/4)

Step-by-step explanation:

If x is in the nullspace of A, then Ax = 0. Consider the augmented matrix

[tex]\left[\begin{array}{ccc|c}1&-1&2&0\\0&1&-3&0\end{array}\right][/tex]

Add row 2 to row 1 to get this into reduced-row echelon form:

[tex]\left[\begin{array}{ccc|c}1&0&-1&0\\0&1&-3&0\end{array}\right][/tex]

Then x = [x₁, x₂, x₃]ᵀ such that

x₁ - x₃ = 0

x₂ - 3 x₃ = 0

If you let x₃ = 1, you end up with x₁ = 1 and x₂ = 3, so x = [1, 3, 1]ᵀ.

More generally, if you let x₃ = y, then any vector of the form [y, 3y, y]ᵀ would belong to the nullspace.

Check that this is orthogonal to the rows of A :

[1, -1, 2] • [1, 3, 1]ᵀ = 1•1 + (-1)•3 + 2•1 = 1 - 3 + 2 = 0

[0, 1, -3] • [1, 3, 1]ᵀ = 0•1 + 1•3 + (-3)•1 = 0 + 3 - 3 = 0

Answer: 48

Step-by-step explanation: Using proportions

48 is the number whose 21.5 percent is 10.2 .

A percentage is a number or ratio that can be expressed as a fraction of 100.

Divide the given percentage by hundred to convert it into a number.

Let x be a number whose 21.5% is 10.2.

Therefore,

[tex]\frac{21.25}{100} (x) = 10.2[/tex]

⇒ [tex]21.25x = 10.2(100)[/tex]

⇒[tex]21.25x = 1020[/tex]

⇒[tex]x = \frac{1020}{21.25}[/tex]

⇒[tex]x = 48[/tex]

Hence, 48 is the number whose 21.5 percent is 10.2.

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Answer:

It goes up by 9 every time hope this helped <3

Answer:

9

Step-by-step explanation:

Answer:

2ay

Step-by-step explanation:

a(x+y)-a(x-y)

Distribute

ax +ay - ax + ay

Combine like terms

2ay

Work Shown:

a(x+y)-a(x-y)

ax+ay-ax+ay

(ax-ax)+(ay+ay)

(0ax)+(2ay)

0+2ay

2ay

Answer:

13

Step-by-step explanation:

q-7 can go into 13q-91 thirteen times.

Set up the long division sign with the q-7 on the outside and the 13q-91 inside.

Then, notice that to get to 13, you multiply the q and 7 by 13. This gets both terms to 13q and 91, which cancel out the numbers inside the long division sign.

Answer:

listen to the song acquaintances by the weeknd its amazing

Answer:

-5

Step-by-step explanation:

Just substitute the values and use a calculator to solve.

Answer:

It's Z.

Step-by-step explanation:

Because the road is straight at first, then it gets steep.

which means that the road goes down,

kinda like a drop off.

Answer:

Y moving quicker, then moving slower rate

Answer:

A) explanatory variable is "The extra support given by faculties"

B) the response variable is;

"How successful students who were placed directly into college - level statistics were able to outperform both elementary algebra treatment groups."

C) Confounding Variable is "ability of students to be successful or pass"

D) Experiment

Step-by-step explanation:

A) An explanatory variable is simply a type of independent variable used to explain the changes that occur in another variable. Furthermore, it can be manipulated by the researcher and is also used to predict differences in the response variable.

Now, from the question, we see that the variable "extra support by the faculties" is used to determine how successful community college students who were placed directly into college - level statistics were in outperforming both elementary algebra treatment groups.

Thus, the explanatory variable is "The extra support given by faculties"

B) In answer A above, we saw that the explanatory variable is used to predict the response variable.

We saw that the explanatory variable predicted how successful community college students who were placed directly into college - level statistics were in outperforming both elementary algebra treatment groups.

Thus, the response variable is;

"How successful students who were placed directly into college - level statistics were able to outperform both elementary algebra treatment groups."

C) A confounding variable is one that influences or changes the effect of the dependent & independent variable. It is therefore used to influence the result/outcome of an experiment/research.

From the question, it's clear that the ability of the students to pass or be successful is what influences the effect of the support by the faculties.

Thus, the Confounding Variable is "ability of students to be successful or pass"

D) The question portrays an experiment because it is being used to check if an hypothesis statement is true or false.

Answer:

A solution point is (2,2)

Step-by-step explanation:

Graph the lines. If it is just greater that or less than, use dashed lines. I fits greater than or equal too, or other symbols like that, use a solid line

Use the test point (0,0). If it satisfies the inequality, shade the side of the graph with that point (you can use any test point, not just (0,0)). If it doesn't satisfy, then shade the other side

The Shaded area shared by both lines is the area of the solution

9514 1404 393

Answer:

  cos θ = 2/3

Step-by-step explanation:

We presume you want the value of the cosine for

  sin θ = √5/3 ≈ 0.745356

__

There are several possible approaches you can take to this problem.

1) Using the trig identity:

  cos = √(1 -sin²)

  cos θ = √(1 -(√5/3)²) = √(1 -5/9) = √(4/9)

  cos θ = 2/3

__

2) Another approach you can take is to use a calculator to find the angle, then use the calculator to find the cosine of the angle.

  cos θ = cos(arcsin(√5/3)) = cos(arcsin(0.745356)) = cos(48.19°) ≈ 0.666667

  cos θ = 2/3

__

3) Yet another approach is to check the answer choices for reasonableness.

You are given sin θ = 0.745356. This is more than 0.707107, the value where sine and cosine are equal, so the cosine value must be less than 0.707. The answer choices are ...

  2/3 ≈ 0.667

  3/2 . . . greater than 1; not a viable cosine value

  2√5/5 ≈ 0.894 . . . too large

  √5/2 . . . greater than 1; not a viable cosine value

  3√5/5 . . . greater than 1; not a viable cosine value

So, just looking at the values of the offered answer choices, you can choose the correct one. It is the only value with the appropriate magnitude.

  cos θ = 2/3

Step-by-step explanation:

where are the numbers?

Answer:

478

Step-by-step explanation:

559.45-457.41=102.04

102.04/559.45*100

approximately 478

Answer: 768

Step-by-step explanation:

Just multiply 2 by the first term (3) until u get to the 9th term

So 1.. 3*2= 6

2.. 6*2=12

3.. 12*2= 24

& so forth

So the 9th term is 768

Answer:

O-2(x+5)

Step-by-step explanation:

I have to much time on my hands

Answer:

-2x-10

Step-by-step explanation:

-5(x+2)+3x=

Distribute

-5x-10 +3x

Combine like terms

-2x-10

Answer:

The tenth term would be: 187

Step-by-step explanation:

Best to make a table and apply the rule being used in order to find the pattern. The rule in this case is:

25 --- 43 --- 61 --- 79 --- 97--- ___ --- ___ --- ___ and so on

First we must find how 25 gets to 43, 61 to 79, and so on.

25 + 18 = 43

43 + 18 = 61

61 + 18 = 79

97 + 18 = 115

And you may continue this till you get to the tenth term!

6) 115

7) 133

8) 151

9) 169

10) 187

This is your answer!

A)

Answer:

A.187

Step-by-step explanation:

Answer:

no, its an acute triangle

Step-by-step explanation:

Answer:

This is not a right triangle

Step-by-step explanation:

The reason as to why this is a right triangle is because I used the equation a2 + b2 = c2.    * = 2

24* + 42*= 2340

26*= 676

2340 is not the same as 676

Therefore the triangle is not a right triangle

Answer:

It is B

Step-by-step explanation:

7 x 9 = 63

12 x 14 = 274

add them together and you gey the total space left

Answer:

11.811 inches

Step-by-step explanation:

every inch is 2.54 centimeters

Answer:

11.811 inches

Step-by-step explanation:

divide the length value by 2.54

Answer:

The answer is C,

Step-by-step explanation:

Answer:

3+(-9) = -6 because -6 is 9 units to the left of 3.

Step by step explanation:

Kelvin LOSES 9 points in the 2nd round. This implies that we have to go to the left on the number line because he loses points. The point K is at the number 3 in the number line. When we go 9 units to the left, we get 3-9 = -6.

Answer:

7657897vhbhjgiyfutvbvgj .jhvbjh76567

Step-by-step explanation:

ilyvlkvlhv8nkbh;k.h

:)