Scary drew a rectangle with a perimeter of 20 inches then he tried to draw a square with a perimeter of 20 inches draw three different rectangles that Gary could have drawn, then draw the square if possible

There are three students in Mrs. Johansen's class who like sightseeing. We cannot estimate the total number of students in the class based solely on this information.

It is not possible to accurately predict the total number of students in Mrs. Johansen's class based on the information provided. However, we can make an estimate based on the assumption that the three students who responded to the survey are representative of the entire class.

It is impossible to create an accurate projection of the total number of pupils in Mrs. Johansen's class without knowing more about the survey or the class.

However, assuming that the survey was distributed to all students in the class, we may create an approximation based on the proportion of students who stated that their favourite holiday was sightseeing. For example, if we believe that the three students who stated that their favourite holiday was touring reflect 25% of the whole class (i.e., one-fourth of the class), we may estimate that the class has about 12 students.

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The given question is incomplete. the complete question is given below:

If three students in Mrs. Johansen's class said their favourite vacation was sightseeing, what is a reasonable estimate for the total number of students in her class based on this survey?

Answer:

10

Step-by-step explanation:

Yes, it is necessarily  true that W(orthogonal complement) = span(v k+1,......,vn)

Since {v1,....,vn} is an othogonal basis for R^n, each vector in the basis is orthogonal to every other vector in the basis. Therefore, the vectors v1,....,vk are orthogonal to the vectors vk+1,....,vn, and vice versa. This means that any vector in W is orthogonal to any vector in span(vk+1,...,vn). Hence, W and span(vk+1,...,vn) are orthogonal complements of each other.

To show that W(orthogonal complement) = span(vk+1,...,vn), we need to show that any vector in W(orthogonal complement) is also in span(vk+1,...,vn) and vice versa.

et x be a vector in W(orthogonal complement). Then, x is orthogonal to every vector in W, which means x is orthogonal to v1,....,vk. Since {v1,....,vn} is a basis for R^n, any vector in R^n can be written as a linear combination of the basis vectors.

Therefore, we can write x as a linear combination of v k+1,......,vn. This shows that x is in span(vk+1,...,vn).

Conversely, let y be a vector in span(vk+1,...,vn). Then, we can write y as a linear combination of v k+1,......,vn. Since v1,....,vk are orthogonal to v k+1,......,vn, we have y is orthogonal to v1,....,vk. Therefore, y is in W(orthogonal complement).

Hence, W(orthogonal complement) = span(vk+1,...,vn).

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____________________

hopes it's helps

The length of the segment RK using the centroid theorem is: 10.2

The centroid is defined as the Centre point of the object. This is the point in which the three medians of the triangle intersect. It can also be defined as the point of intersection of all the three medians.

The centroid theorem states that the centroid of the triangle is at 2/3 of the distance from the vertex to the mid-point of the sides.

The parameter given is that:

D K = 3.4

Thus, by applying Centroid theorem, we have:

RD = 2(DK)

RD = 2 * 3.4

RD = 6.8

Thus:

RK = 6.8 + 3.4

RK = 10.2

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After answering the presented question, we can conclude that Account B: $5463.84 ($5000 multiplied by 1.0223) $5474.60 in Account C ($5000 x e(0.022 x 3))

In mathematics, interest is the amount of money earned or payable on an original investment or loan. You can use either simple or compound interest. Simple interest is calculated as a percentage of the initial amount, whereas compound interest is calculated on the principal amount plus any previously earned interest. If you invest $100 at a 5% annual simple interest rate, you will get $5 in interest every year for three years, for a total of $15.

Mika's account balance after 6 months would be $1413.33 ($1400 + $14.67 interest generated). His account balance after two years would be $1456 ($1400 + $56 interest earned).

Marquis would repay $907.02 after two months ($900 x e(0.038/12 x 2)). He would owe $1,033.72 after 18 months ($900 x e(0.038 x 1.5)).

a. 6 months later:

Account A: $5050 ($5000 + $55 earned in interest)

Account B: $5061 ($5000 multiplied by 1.0220.5).

$5061.68 in Account C ($5000 x e(0.022 x 0.5))

c. One year later:

Account A: $5100 ($5000 + $110 earned in interest)

Account B: $5112.20 ($5000 multiplied by 1.022).

$5113.85 in Account C ($5000 x e(0.022 x 1))

c. After three years:

Account A: $5330 ($5000 + $330 generated interest)

Account B: $5463.84 ($5000 multiplied by 1.0223)

$5474.60 in Account C ($5000 x e(0.022 x 3))

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The  boxes of chocolate should choco lovers produce= $11

A number is a numerical unit of measurement and labeling in mathematics.

The natural numbers 1, 2, 3, 4, and so on are the first examples.

Number words are a linguistic way to express numbers.

Most commonly, specific numbers can be represented using symbols known as numerals; for instance, the numeral "5" stands in for the number five.

Basic numerals are frequently grouped in a numeral system, which is an ordered manner to represent any number, because only a small number of symbols can be learned.

The most widely used number system is the Hindu-Arabic number system, which enables the depiction of any number using a combination of 10 basic numerical symbols, or "digits."

Hence, The  boxes of chocolate should choco lovers produce= $11

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Answer:

C

Step-by-step explanation:

The point at -6.4 is farthest to the left on the number line" must be true.

The correct answer is A.

We have,

The inequality -2.9 > -4.7 tells us that the point at -2.9 is to the right of the point at -4.7 on the number line.

The points -6.4, -4.7, and -2.9 are on the number line, and we know that -2.9 is to the right of -4.7.

The point at -6.4 must be the farthest to the left on the number line.

So the statement "The point at -6.4 is farthest to the left on the number line" must be true.

Therefore,

The point at -6.4 is farthest to the left on the number line" must be true.

The correct answer is A.

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Solving the proportion, the smallest amount of this green paint that he must throw away so that, using the rest of his green paint and some extra blue and/or yellow paint, he could make 4.08 liters of paint of the correct shade of green is    5 liters.

Let's assume the amount of green paint to be thrown away is x liters. Since, 5 liters of green paint (the correct shade of green) is required then the proportion can be expressed as

2 liters of blue paint: 3 liters of yellow pain

The sum of blue and yellow paint is 5 - x liters

Then,0.4 = 2/5 + a/(5 - x)

where,  "a" is the amount of blue paint to be added to the 3 liters of yellow paint

0.4(5 - x) = 2 + 5a-2 = 2.6x - 5a

0.6 = 2.6x - 5a

Since the least amount of green paint should be thrown away to make the correct shade of green paint, the minimum value of x should be found.

0.6 = 2.6x - 5a

0.6 + 5a = 2.6x

5a = 2.6x - 0.6a = (2.6/5)x - 0.12a = 0.52 - 0.12a

To minimize the value of x, a should be maximized. The maximum value of a is 2 (two liters) since there are only 3 liters of yellow paint.

Using a=2 (two liters), the value of x is:

a = (2.6/5)x - 0.12a = (2.6/5)x - 0.12 (2)2 = (2.6/5)x - 0.24x = 5(2 + 0.24)/2.6x = 4.08

Therefore, he could make 5 liters of paint of the correct shade of green is 4.08 liters.

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Step-by-step explanation & Answer

No, the answer is not correct

In the second step, the student did not use the quotient of powers property correctly. Instead, they should have subtracted inside the parentheses instead of dividing. This would have left them with [tex]x^{(\frac{4}{5} )}[/tex]. They should have then multiplied this power by [tex]^{\frac{1}{2} }[/tex] resulting in [tex]x^{(\frac{4}{10})}[/tex] which simplified is [tex]x^{(\frac{2}{5}) }[/tex] which is the correct answer.

That is just an example on how the answer is done.

Answer:

Step-by-step explanation:

In numerical order:

      [tex]1\frac{2}{3},1\frac{3}{4}[/tex]

Since there are only 2 scores the median(middle score)  will be the same as the mean:

     [tex](1\frac{2}{3}+ 1\frac{3}{4}) \div 2=(\frac{20}{12}+ \frac{21}{12}) \div 2=\frac{41}{12} \times \frac{1}{2} =\frac{41}{24}=1\frac{17}{24}[/tex]

Answer: y=mx+c

Step-by-step explanation:

Yes, there is evidence to suggest that the average diameter is greater than 2.30 cm.

To perform a hypothesis test for the population mean at alpha, use a two-tailed t-test. Assume the null hypothesis is that the average is equal to 2.30 cm and the alternative hypothesis is that the average is greater than 2.30 cm. Calculate the test statistic and then compare it to the critical value.

If the test statistic is greater than the critical value, then you can reject the null hypothesis and conclude that the average is greater than 2.30 cm.

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A right angle turns through a circle, or off, which is equal to 90 degrees.

A circle is a shape that has no edges or corners.

It is a closed shape that is formed by a curve that is equidistant from a fixed point, known as the center.

A degree is a unit of measurement that is used to Bangles.

It is equal to of a circle, and there are 360 degrees in a circle.

A right angle is an angle that measures 90 degrees.

It is formed when two lines or rays meet at a point and create a square corner.

When a right angle turns through a circle, it covers one-quarter of the circle, which is equal to 90 degrees.

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The match would be given as

[tex]\left[\begin{array}{ccc}18\\-24\\\end{array}\right]=[/tex][tex]A=3\left[\begin{array}{ccc}6\\-8\\\end{array}\right][/tex]  

[tex]\left[\begin{array}{ccc}-24\\36\\\end{array}\right]=[/tex][tex]D=3\left[\begin{array}{ccc}-8\\12\\\end{array}\right][/tex]

In mathematics, a matrix is a rectangular array of numbers, symbols, or expressions arranged in rows and columns. Matrices are used extensively in various branches of mathematics such as linear algebra, calculus, and statistics, as well as in fields such as physics, engineering, and computer science.

1. [tex]A=3\left[\begin{array}{ccc}6\\-8\\\end{array}\right] =\\[/tex]

We are to multiply the values that are in the matrix by 3. This is a 1 x 2 matrix

3 * 6 = 18, 3 * -8 = -24

Hence we would have

[tex]\left[\begin{array}{ccc}18\\-24\\\end{array}\right][/tex]

2. [tex]D=3\left[\begin{array}{ccc}-8\\12\\\end{array}\right] =[/tex]

we will multiply as:

3 * -8 = -24

3 * 12 = 36

Hence [tex]\left[\begin{array}{ccc}-24\\36\\\end{array}\right][/tex]

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Using elimination method to solve the system of linear equations, the workout plans lasts for 3/2 and 1 hours respectively

Let's assume that a session of Plan A lasts for x hours and a session of Plan B lasts for y hours. We need to find the values of x and y.

From the given information, we can set up the following system of equations:

[tex]2x + 5y &= 8 \\8x + 3y &= 15[/tex]

We can solve this system by using the method of elimination. Multiplying the first equation by 8 and the second equation by 2, we get:

[tex]16x + 40y &= 64 \\16x + 6y &= 30[/tex]

Subtracting the second equation from the first, we get:

[tex]34y &= 34 \\y &= 1[/tex]

Substituting this value of y into the first equation, we get:

[tex]2x + 5(1) &= 8 \\2x &= 3 \\x &= \frac{3}{2}[/tex]

Therefore, a session of Plan A lasts for 3/2 hours, and a session of Plan B lasts for 1 hour.

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The graph of the following function has been attached with the answer.

The procedure of graphing a function entails drawing the graph (curve) of the relevant function. While it is relatively straightforward to graph simple functions like linear, quadratic, cubic, etc., complex functions like rational, logarithmic, etc. call for knowledge and a comprehension of specific mathematical concepts.

In order to graph functions, one must first:

If possible, identifying the shape. A line would be the graph of a linear function of the type f(x) = axe + b, for instance; a parabola would be the graph of a quadratic function of the form f(x) = ax2 + bx + c.

Determining some of its points involves substituting some arbitrary values for x and then using the function to determine the corresponding values for y.

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By influencing some of its points' x values to random numbers, the function can be used to find the equivalent values for y.

Drawing the graph (curve) of the pertinent function is the first step in the process of graphing a function. While graphing basic functions like linear, quadratic, cubic, etc. is generally easy, complex functions like rational, logarithmic, etc. demand an understanding of and knowledge of particular mathematical concepts.

Prior to drawing a graph of a function, one must:

Identifying the form, if you can. For example, the graph of a linear function of the form f(x) = axe + b would be a line; the graph of a quadratic function of the form [tex]f(x)=ax^2+bx+c[/tex] would be a parabola.

By influencing some of its points' x values to random numbers, the function can be used to find the equivalent values for y.

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The graph is attached below,

Answer:

sin(θ)  =  -6/10  =  -0.60 and tan(θ)  =  -6/8  =  -0.75.

Step-by-step explanation:

Since  cos(θ) = adjacent / hypotenuse  in a right triangle andsince cos(θ) = 0.8  =  8/10   --->   adjacent = 8  and  hypotenuse  =  10.Using the Pythagorean Theorem, opposite = +6  or  -6, depending upon the quadrant.Since tan(θ) < 0, the triangle is found in either the second quadrant or the fourth quadrant.Since cos(θ) > 0, the triangle is found in either the first quadrant or the fourth quadrant.Therefore, it must be in the fourth quadrant.In the fourth quadrant, sin(θ) < 0, making the opposite side -6.--->   sin(θ)  =  -6/10  =  -0.60.--->   tan(θ)  =  -6/8  =  -0.75.

7p + q /3

p = 6 and q = 12

7(6) + (12) / 3

42 + 12/ 3

54/3

18

18 is the correct answer, but isn't present as an option in the list.

Answer:D.46

Step-by-step explanation: because 7(6)+12/3

First 7(6)=42

Then 12/3=4

Finally 42+4=46

The last year when the population was more than 250,000 was 2005.

What is the natural logarithm?

The natural logarithm, denoted by ln(x), is a mathematical function that gives the logarithm of a number x with respect to the base e, where e is the mathematical constant approximately equal to 2.71828.

We can start by setting up the equation p = 250, where p represents the population in thousands. Then, we can solve for t, the number of years since 2000:

[tex]250 = 90*(34)^t[/tex]

[tex](34)^t = 250/90[/tex]

[tex](34)^t = 2.777...[/tex]

Taking the natural logarithm of both sides, we get:

t ln(34) = ln(2.777...)

t = ln(2.777...)/ln(34)

t ≈ 4.4

So, the population was more than 250,000 in the year 2000 + 4.4 ≈ 2004.4, which we can round up to 2005.

Therefore, the last year when the population was more than 250,000 was 2005.

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Alexa landed approximately 11.2 kilometers from the skydiving center. To find out how far from the skydiving center Alexa landed, we need to use some trigonometry.

Let's label the distance that Alexa traveled in the helicopter as "d" and the distance she fell from the helicopter as "x". We can see that the angle between the ground and the line connecting the skydiving center to Alexa's landing spot is 70°

70, degree, since the helicopter ascended at an angle of 20°

20 and the two angles add up to 90°

90.Now we can use the tangent function to find x. Tangent is defined as the opposite side (x) divided by the adjacent side (d), so we have:

[tex]tan(70^\circ) = \frac{x}{d}[/tex]

Solving for x, we get:

x = d * tan(70°)

We know that d = 3.43.43, point, 4 kilometers, so we can plug that in and calculate:

x = 3.43.43, point, 4 * tan(70°)

x ≈ 11.211.2 kilometers (rounded to one decimal place)

Therefore, Alexa landed approximately 11.2 kilometers from the skydiving center.

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Alexa's friends got her a skydiving lesson for her birthday. Her helicopter took off from the skydiving center, ascending in an angle of 20°

20, degree, and traveled a distance of 3.43.43, point, 4 kilometers before she fell in a straight line perpendicular to the ground.

How far from the skydiving center did Alexa land?

Performing an elementary row operation on a matrix does not change its determinant.

An elementary row operation is a transformation of a matrix that involves interchanging two rows, multiplying a row by a nonzero scalar, or adding a scalar multiple of one row to another row.

Let A be a matrix and let B be the matrix obtained from A by performing an elementary row operation. We want to show that det(A) = det(B).

If the row operation involves interchanging two rows, then the determinant of the resulting matrix is the negative of the determinant of the original matrix.

If the row operation involves multiplying a row by a nonzero scalar, then the determinant of the resulting matrix is the scalar multiplied by the determinant of the original matrix.

If the row operation involves adding a scalar multiple of one row to another row, then the determinant of the resulting matrix is the same as the determinant of the original matrix.

In any case, the determinant of the matrix is preserved under elementary row operations. Therefore, performing an elementary row operation on a matrix does not change its determinant.

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Answer:

The 95% confidence interval for μ is (80.52, 82.68).

To find the 95% confidence interval for the population mean (μ), we can use the following formula

CI = X ± z* (σ / √n)

where X is the sample mean, σ is the population standard deviation (unknown), n is the sample size, and z* is the critical value from the standard normal distribution corresponding to the desired confidence level (in this case, 95%).

The critical value z* can be found using a standard normal distribution table or calculator, or using a statistical software. For a 95% confidence level, the z* value is 1.96.

Plugging in the values given, we get

CI = 81.6 ± 1.96 × (5.4 / √100)

Simplifying this expression, we get

CI = 81.6 ± 1.08

=  (80.52, 82.68)

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The given question is incomplete, the complete question is:

A random sample of 100 observations from a normally distributed population possesses a mean equal to 81.6 and a standard deviation equal to 5.4 .  Find a 95% confidence interval for μ

Answer:

area = 288.62 mm²

Step-by-step explanation:

To find the area we divide the complex shape into simple shapes whose areas we can find.

There is a rectangle in the center.

There are 2 congruent triangles on the sides.

We have the lengths of 2 perpendicular sides of the triangles, so they are the base and height.

For the rectangle, we only have the width. We need to find the length.

The length of the rectangle is the hypotenuse of the triangles.

We use the Pythagorean theorem to find the length of the hypotenuse of the right triangle. That is the length of the rectangle.

a² + b² = c²

(10.4 mm)² + (15.3 mm)² = c²

c² = 342.25 mm²

c = 18.5 mm

area = area of triangles + area of rectangle

area = 2 × (1/2)bh + LW

area = 2 × (1/2) × 15.3 mm × 10.4 mm + 18.5 mm × 7 mm

area = 159.12 mm² + 129.5 mm²

area = 288.62 mm²

√87x = √(x * 87) = √(x * 3 * 29)

If x is a perfect square, say x = a^2, then we can rewrite the expression as:

√(a^2 * 3 * 29) = a√(3 * 29)

In this form, the expression is simplified further, because a is a constant and √(3 * 29) is a simplified radical.

The expression √87x cannot be further simplified because the square root and the variable are multiplied together. However, it is possible that the expression was meant to be written as √(87x) with the entire expression under the square root symbol. In this case, the expression can be further simplified by evaluating the square root of 87 times x, but the value of x is not relevant to this simplification.

The pattern of the sequence is "add increasing multiples of 9 starting with 1."

To find the pattern in the sequence 10, 11, 21, 32, follow these steps:
1. Identify the differences between consecutive terms:
  11 - 10 = 1
  21 - 11 = 10
  32 - 21 = 11
2. Notice that the differences are increasing by 9 (10 - 1 = 9 and 11 - 10 = 1).
3. Based on this observation, the pattern can be described as adding a value that increases by 9 each time:
  10 + 1 = 11
  11 + 10 = 21
  21 + 11 = 32

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Answer:

66 ways in the triple rooms, 28 ways in the double rooms

Step-by-step explanation:

In total: 8 people;

There are 2 triple rooms, so 3 people can live in one triple room:

In the first triple room:

8×7×6 = 336 / 3×2×1 = 56 ways (we have to divide the number of ways by the factorial, because the order of people doesn't matter)

In the second triple room:

5×4×3 = 60 / 3×2×1 = 10 ways (since we can't choose the same people from the first triple room)

In total: 56+10 = 66 ways

Now, double rooms:

Ir the first double room:

8×7 = 56 / 2×1 = 28 ways

In the second double room:

6×5 = 30 / 2×1 = 15 ways

In total: 28+15 = 43 ways

I don't know if I got this right, though...