(g+5)(g-4) expand and simplify

The risk of owning a home in Randolph County based on the given sample can be calculated as:

Risk of owning a home = Number of residents who own a home / Total number of residents in the sample

Risk of owning a home = 59 / 90

Therefore, the risk of owning a home in Randolph County based on the given sample is approximately 0.656 or 65.6%.

Child is prescribed amoxicillin to be given 3 times per day. If she weighs 81 pounds, the maximum dose that she should receive is 500mg.

First, we need to convert the weight of the child from pounds to kilograms. We can do this by dividing the weight in pounds by 2.205 to get the weight in kilograms:

81 pounds÷2.205=36.74 kg

Next, we can calculate the maximum dose of amoxicillin that the child should receive per day by multiplying her weight in kilograms by 40 mg/kg:

36.74 kg×40 mg/kg=1469.6 mg

Since the maximum dose should not exceed 1500 mg per 24 hour period, the child should receive no more than 1500 mg of amoxicillin per day.

Finally, we need to divide the maximum daily dose by 3 to determine the maximum dose per individual dose, since the medication is prescribed to be given 3 times per day:

1500 mg÷3=500 mg

Therefore, the maximum dose of amoxicillin that the child should receive per individual dose is 500 mg.

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Answer: 10 feet > 3 yards

Step-by-step explanation:

if 1 yard = 3 feet

then 3 yards = 9 feet

so 10 feet > 3yards

Triangle ABC and triangle DEF are congruent, according to the Side-Angle-Side (SAS) postulate.

If the matching sides and angles of two triangles are the same length, then the triangles are said to be congruent. Congruent sides angles are what these are called.

Triangle ABC must be shown to be congruent with triangle DEF.

By demonstrating that the two triangles have a single pair of congruent sides, we can get started. We can observe that AB and DE are both 6 cm long.

The congruent angle between the two triangles can be demonstrated. As BAC and EDF are both right angles, we can see that they are equivalent.

Thus, according to the Side-Angle-Side (SAS) hypothesis Triangle ABC is consistent with triangle DEF, we can say.

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Answer:

8.2mm

Step-by-step explanation:

Formula for area of triangle is 1/2 base x height

Since we are trying to find base, we must work in reverse.

19.68mm / 4.8 = 4.1mm (1/2 the base)
To find base we must multiply by 2

2 x 4.1mm = 8.2mm

Base = 8.2mm

The surface area of the triangular prism is 544 square inches.

A prism is a three-dimensional structure with two bases that are parallel and congruent and joined by lateral faces, which are a series of parallelograms or rectangles. All of the angles between the lateral faces and the bases are equal, and they are perpendicular to one another. The name of the prism is determined by the shape of the bases, such as triangular bases for a triangular prism, rectangular bases for a rectangular prism, and hexagonal bases for a hexagonal prism.

The surface area of the triangular prism is given by the formula:

SA = bh + (b1 + b2 + b3)l

Here, b = 12, h = 8, b1 = 10 + b2 = 10, b3 = 12 and l = 14.

Substituting the values we have:

SA = (12)(8) + (10 + 10 + 12)(14)

SA = 96 + (32)(14)

SA = 544 square inches.

Hence, the surface area of the triangular prism is 544 square inches.

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The area of the rectangular section in the garden is Area = (x₂ - x₁) x (y₂ - y₁)

Now, let's look at the rectangular section of the garden represented by the coordinate plane. We are told that the section is represented by Rectangle JKLM. The four corners of this rectangle can be represented by their respective coordinates:

Point J: (x₁, y₁)

Point K: (x₂, y₁)

Point L: (x₂, y₂)

Point M: (x₁, y₂)

To find the area of this rectangle, we need to use the formula:

Area = length x width

The length of the rectangle is the distance between points J and K, which is given by:

Length = x₂ - x₁

The width of the rectangle is the distance between points J and M, which is given by:

Width = y₂ - y₁

Therefore, the area of the rectangle is:

Area = (x₂ - x₁) x (y₂ - y₁)

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Complete Question:

Gina is growing lettuce in a section of a garden. She represents this section with Rectangle JKLM. Each unit in the coordinate plane represents 1 foot.

What is the area of the section where lettuce grows?

The equation of  line of reflection that transforms shape P into shape Q is y=7.

a reflection is known as a flip. A reflection is a mirror image of its shape. An image will reflect through the line, known as the line of reflection. Every point in a figure is said to mirror the other figure when they are all equally spaced apart from one another.

In the given figure, Shape P and Shape Q touches the line y=7 and Shape Q forms exact reflection of Shape P

Hence, the equation of the line of reflection that

transforms shape P into shape Q. is y=7.

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Answer:

5.

[tex]≈1017.9 \: {ft}^{2} [/tex]

6.

[tex]≈50.3 \: {yd}^{2} [/tex]

7.

[tex]≈1809.6 \: {mm}^{2} [/tex]

8.

[tex]≈1256.6 \: {cm}^{2} [/tex]

Step-by-step explanation:

I added a photo of my solution, I hope I did it right

The answer is 7 because two negatives cancel each other out to make a positive.

in approximately 22 years, the population would exceed the food supply, even if the country doubles its initial food supply and doubles the rate at which its food supply increases.

How to calculate the rate?

To answer these questions, we need to calculate the population and food supply at different points in time and compare them.

Let's first calculate the population after t years:

Population after t years = 2,000,000 * (1 + 4%) raise to the power t

And the food supply after t years:

Food supply after t years = 4,000,000 + 0.5 million * t

Now, let's answer the first question:

If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur?

If the country doubles its initial food supply, the new food supply would be 8,000,000, and it would still increase at a rate of 0.5 million people per year. Let's calculate the year when the population exceeds the food supply:

Population = Food supply

2,000,000 * (1 + 4%)^t = 8,000,000 + 0.5 million * t

Solving for t, we get t ≈ 17.77 years.

So, in approximately 18 years, the population would exceed the food supply, even if the country doubles its initial food supply and maintains a constant rate of increase in the supply adequate for an additional 0.5 million people per year.

Now, let's answer the second question:

If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur?

If the country doubles the rate at which its food supply increases, the new rate would be 1 million people per year. Let's calculate the year when the population exceeds the food supply:

Population = Food supply

2,000,000 * (1 + 4%) raise to the power t  = 16,000,000 + 1 million * t

Solving for t, we get t ≈ 21.96 years.

So, in approximately 22 years, the population would exceed the food supply, even if the country doubles its initial food supply and doubles the rate at which its food supply increases.

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If there are 243 students at the school, then there are 81 students at Rolling Hills Middle School who have pets.

If the ratio of the total number of students to the number of students with pets at Rolling Hills Middle School is 3 to 1, this means that for every 3 students at the school, there is 1 student with a pet.

Let's represent the total number of students at the school as "3x" (since the ratio is 3 to 1, we can use any multiple of 3 as a placeholder for the total number of students), and the number of students with pets as "x". Therefore, we can write the following equation:

3x : x = 3 : 1

To solve for x, we can cross-multiply:

3x * 1 = x * 3

3x = 3x

We can see that the equation is true for any value of x, which means that there are many possible solutions. However, since we know that the total number of students at the school is 243, we can use this information to solve for x:

3x = 243

x = 81

Therefore, there are 81 students at Rolling Hills Middle School who have pets.

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Thus, the obtained formula for the arithmetic sequence is found as:

f(n) = -42 + 10(n - 1).

A list of integers called an arithmetic sequence has a constant difference between terms. Any number may be the first in an arithmetic sequence, but the distance between succeeding terms must remain constant.

Unreal numbers can be used in a series. I believe that the next step in an equation should be an actual real number.

The nth term formula for the arithmetic sequence is:

f(n) = a1 + (n - 1)d

arithmetic sequence -

−42, −32, −22, −12, −2 …

a1 = -42

d = -32 - (-42) = -32 + 42 = 10

So, formula for the sequence:

f(n) = -42 + (n - 1)10

f(n) = -42 + 10(n - 1)

Thus, the obtained formula for the arithmetic sequence is found as:

f(n) = -42 + 10(n - 1).

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Answer:

This figure can be named as a parallelogram and a quadrilateral.

Step-by-step explanation:

A 4-sided polygon is a quadrilateral.

If both pairs of opposite sides of a quadrilateral are congruent, then the quadrilateral is a parallelogram. Since this is the case here, this quadrilateral is a parallelogram.

Answer: This figure can be named as a parallelogram and a quadrilateral.

Answer:B

Step-by-step explanation:

Answer: 64πa^2-192πa+144

Step-by-step explanation:

Area of a circle: π •r^2

So then the area would be: 4•π(4a-6)^2

FOIL (4a-6)(4a-6) and get 16a^2-48a+36

Plug it in and get 4•π(16a^2-48a+36)

Distribute pi sign and get 4•(16πa^2-48πa+36π)

Distribute the 4 and you get 64πa^2-192πa+144

Answer: 64πa^2-192πa+144

In its simplest form of the quadratic equation, the answers to the equation 15z2 + 6z - 8 = 4z are z = 7/11 and z = -13/11.

The polynomial equations of degree two in one variable of type f(x) = ax2 + bx + c = 0 and with a, b, c, and R R and a 0 are known as quadratic equations. In its most basic form, it is a quadratic equation where "a" denotes the leading coefficient and "c" is the absolute term of f. (x).

We must first transform the problem into the form ax2 + bx + c = 0 where a, b, and c are constants before we can solve 15z2 + 6z - 8 = 4z using the quadratic formula.

Here are the facts:

a = 15 - 4 = 11

b = 6

c = -8

The quadratic formula is amended with the following values:

[tex]z = (-b ± √(b^2 - 4ac)) / 2a[/tex]

We get:

[tex]z = (-6 ± √(6^2 - 4(11)(-8))) / 2(11)[/tex]

Simplifying:

z = (-6 ± √(400)) / 22

z = (-6 ± 20) / 22

Thus, the solutions are:

z = (-6 + 20) / 22 = 7/11

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It is possible to draw a graph with six vertices and degrees 5, 4, 3, 2, 2, 2. The sum of the numbers in the degree sequence is always even. It is possible to draw graphs with degree sequences 3, 3, 2, 1, 1, but not with 4, 3, 2, 1, 1.

Yes, it is possible to draw a graph with six vertices and the given degree sequence of 5, 4, 3, 2, 2, 2. Here is one example of such a graph:

In this graph, vertex 1 has degree 5, vertex 2 has degree 4, vertex 3 has degree 3, vertex 4 has degree 2, vertex 5 has degree 2, and vertex 6 has degree 2.

There can be more than one way to draw a graph with a given degree sequence. However, not all degree sequences can be realized as the degree sequence of a graph.

The sum of the numbers in the degree sequence is always even, since the sum is twice the number of edges in the graph. In the given degree sequence (5, 4, 3, 2, 2, 2), the sum is 18, which means the graph has 9 edges.

It is possible to draw a graph with the degree sequence 3, 3, 2, 1, 1. Here is one example of such a graph.

In this graph, vertices 1 and 2 have degree 3, vertex 3 has degree 2, and vertices 4 and 5 have degree 1.

It is not possible to draw a graph with the degree sequence 4, 3, 2, 1, 1, since the sum of the degrees in this sequence is 12, which is not even, and therefore cannot be the degree sequence of a graph.

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The surface area of the cylinder is approximately 127.17 cm².

Surface area of cylinder is the total space covered by the flat surfaces of the bases of the cylinder and its curved surface. The formula for the surface area of a cylinder is: 2πr² + 2πrh.

To solve this problem, we first need to find the radius of the cylinder. The diameter of the cylinder is 3 cm, so the radius is half of that:

r = 3/2

= 1.5 cm

We need to substitute the values we know into the formula for surface area:

= 2π(1.5)² + 2π(1.5)(12)

= 2π(2.25) + 2π(18)

= 4.5π + 36π

= 40.5π

We will now approximate the value of π to get the numerical answer, so, our Surface Area will be:

= 40.5π

= 40.5 * π

= 40.5 * 3.14

≈ 127.17 cm²

Answered question "A cylinder is 12 cm tall and has a diameter of 3 cm. What is the surface area?"

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The angle of elevation of the sun is 38.24 degrees (rounded to two decimal places).

The ratio of the height of the tree and the length of the shadow can be found by using the formula for tan which is given by:

tan(x) = (opposite/hypotenuse)

In the given problem statement, the height of the tree is opposite to the angle we are trying to find and the length of the shadow is the hypotenuse of the right-angled triangle. Therefore, we can say that:

tan(x) = opposite/hypotenuse = 86/110

We can use the inverse tangent function to find the value of x. This is because tan is the ratio of the opposite side (height of the tree) to the adjacent side (length of the shadow), and the inverse tangent function gives the angle that has that ratio.

So, tan x = 86/110 => x = tan⁻¹ (86/110) = 38.24 degrees (rounded to two decimal places). Therefore, the angle of elevation of the sun is 38.24 degrees.

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The variables in the equations are aligned as follows:   2x - 3y = 9 and

2x - 3y = 8/3

When we talk about aligning a system of linear equations, we mean rearranging the equations so that the variables are in the same order and have the same coefficients. This is done to make it easier to apply methods for solving systems of equations, such as substitution or elimination.

In a system of linear equations, each equation typically involves two or more variables. The variables may have different coefficients in each equation, and they may appear in a different order. Aligning the system involves rearranging the equations in a way that puts the variables in the same order, with the same coefficients.

Align the variables in given the system of linear equations :

To align the variables in the given equations, we need to rearrange the second equation so that the coefficients of  and  are the same as in the first equation.

To align the variables in the equations, we need to rearrange the terms so that the x, y, and constant terms are all grouped together.

Starting with the first equation:

2x - 3y = 9

We can rearrange this as:

2x = 3y + 9

Now we can divide both sides by 2 to get x by itself:

x = (3/2)y + 4.5

Now let's move on to the second equation:

1-6x +9y = -7

We can rearrange this as:

-6x + 9y = -8

Next, we'll divide both sides by -3 to get x by itself:

2x - 3y = 8/3

Now both equations are in the form of:

ax + by = c

where a, b, and c are constants. The aligned equations are:

2x - 3y = 9

2x - 3y = 8/3

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The value of x in the given triangle is 2.44 units.

If two triangles have an equal number of corresponding sides and an equal number of corresponding angles, then they are comparable.

Similar figures are described as items with the same shape but varying sizes, such as two or more figures. While both have the same form, the sizes may vary. Each pair of comparable angles are equal. Similar equivalent side ratios exist.

Given that, LM bisects angle JLK.

Thus, angle JLM = angle MLK.

The two triangles triangle JKL and triangle MLK are similar using AA criteria.

Since, the two triangles are equal the ratio of their sides are equal.

Using Pythagoras theorem in triangle MLK we have:

LM² = 4² + 8²

LM = 8.9

Now, using the ratio:

x + 3 / 8.9 = x / 4

4x + 12 = 8.9x

12 = 4.9x

x = 2.44

Hence, the value of x in the given triangle is 2.44 units.

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Answer:

x=2

Step-by-step explanation:

10÷2=5

Answer: x=2

Step-by-step explanation:

5x2 = 10

10÷5 = 2

hope this helped

Answer: sure....... i actually understand Spanish so this is gonna be easy.

Step-by-step explanation:

Give me a few minutes to do it

Ok for startes when you find a word cross it off the word bank that is where your first mistake is......

Answer:

Option D.

Step-by-step explanation:

To find hypotenuse [tex]c[/tex] use formula:

                                    [tex]\text{Cos(B)}=\frac{a}{c}[/tex]

       After substituting [tex]B=62^0[/tex]  and a = 7 we have:

                                 [tex]\text{cos}(62^o)=\frac{7}{c}[/tex]

                                     [tex]0.4695=\frac{7}{c}[/tex]

                                         [tex]c=\frac{7}{0.4695}[/tex]

                                          [tex]c=14.9104[/tex]

1. 53

2. can you  explain more it would really help more

If the trim costs $1.00 per foot, So it will cost Clarence $98.00 to buy enough trim.

It is a two-dimensional shape with four vertices, or corners, and two pairs of parallel sides.

To find the amount of trim needed, we need to add up the perimeter of the dining room.

The perimeter of a rectangle is;

⇒ P = 2L + 2W

Here P → perimeter, L → length, and W → width.

put the given values,

⇒ P = 2(25) + 2(24) = 50 + 48 = 98 feet

Therefore, Clarence needs 98 feet of wooden trim. Multiplying this by the cost per foot gives us the total cost:

⇒ 98 feet × $1.00/foot = $98.00

So it will cost Clarence $98.00 to buy enough trim.

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If the trim is priced at $1.00 per foot, Clarence will need to spend $98.00 to purchase enough trim.

It is a two-dimensional shape with two sets of parallel sides and four vertices, or corners.

We must add up the dining room's perimeter in order to determine the required amount of trim.

A rectangle's perimeter is:

P = 2L + 2W

Here P → perimeter, L → length, and W → width.

put the given values,

P = 2(25) + 2(24) = 50 + 48 = 98 feet

Clarence therefore need 98 feet of wooden trim. We may calculate the whole cost by multiplying this by the price per foot.

98 feet × $1.00/foot = $98.00

So it will cost Clarence $98.00 to buy enough trim.

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According to a recent survey, nearly half of the respondents cited better pay as their primary reason for changing jobs.

The survey was conducted on a national level and the results indicate that a majority of people are looking to increase their earnings by switching jobs.

Other reasons are:

In conclusion, the survey clearly showed that the main reason for job changes among respondents was better pay. However, various other factors also play a role in an individual's decision to switch jobs, such as working conditions, career paths, and location.

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The extent to which a sample over or under represents characteristics of the population is known as sampling error.

Sampling error is the difference between the characteristics of a sample and the characteristics of the population from which it is drawn. Sampling error occurs when a sample does not accurately represent a population due to the selection of individuals. It is measured as the difference between a sample statistic and the corresponding population parameter. For example, if a sample of 100 people is taken from a population of 1,000 people, the sample might not accurately reflect the population as a whole due to random selection.

Sampling error is an important consideration in survey research, as it can have an effect on the accuracy of the results. Sampling error can be reduced by using larger sample sizes or by using more representative sampling methods.

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